School; a magazine devoted to elementary and secondary education

due.

l^be ^cljnol

A MAGAZINE DEVOTED TO ELEMENTARY AND
SECONDARY EDUCATION., i .

VOLUME VI.

September, 1917, to June, 1918.

Editorial Board — -The Staff of the Faculty of Education,
University of Toronto

Published at

The Faculty of Education Building, Bloor and Spadina, Toronto.

Copyright, Canada, 1917 and 1918, by W. J. Dunlop.

1^ /^L.r_^

i;.\IVERSlTV OF TORONTO PRESS

INDEX.

PAGE

Administrative Unit for Rural Schools, A Larger 646

Africa, Asia, Australia, Rainfall of 512, 566, 664

Alberta, High School Debating in 104

Alberta, Provincial Convention, The 282

Alberta Summer Schools for Teachers 107

Alberta Teachers' Alliance, The 730

Alberta. The New Bursar of the University of 213

Alberta, The Pri^posed Pension Scheme for Teachers in 32

Annuities, Interest and 5

Army, Feeding the 522

Art, Examinations in, 1917 84, 178

Art, The Competitions in 42, 295, 454, 530, 607, 684, 776

Art, The Grade X Examinations 36

Bad Boy, The 144

Belgian Children, The Cry of the 378

Books, Recent Educational 297, 379, 458, 540, 618, 696, 779

Busy Work 327, 500

Caesar's Indirect Speech, On Translating 222

Camera and Canaries in Warfare, The 759

Campaign in Mesopotamia, The 568

Canada, We Come, (Music) 460

Civics, The New ." 44

Classroom Humour 382, 628 698

Classroom, In the 8

Community Centre, Making the Rural School a 34

Community, The Teacher and the 04, 135

Community Work, Experiments in 342

Composition, Choosing Subjects for 714

Co-operation 59

Correspondence 257, 415, 557, 657, 743

Decoration of Rural Schools, The 503

Democracy and Education 137

Dental Inspection, Rural ' 397

Development of the Imperial Conference, The 321, 477, 584, 632

Diary of the War 47, 116, 358, 431, 514, 671, 764

Discipline ^68

Dominion Bureau of Education i -^1

Dominion Educational Association, The Future of the ^■39

Dramatization 121

Drawing, The Value of 3o:!, 400, 486

Drawings for the Classroom ''*!

Duty fo Teachers, The First 636, 719

PAGE

Editorial Notes 1, 79, 161, 241, 317, 393, 473, .551, 629, 711

Education for Farmers? Is Money-Making the Purpose of 534

Educational Books of the Year 297

Educational Leadership 278

Educationists, Leading Manitoba 536, 597, 694, 777

Egypt, A British Protectorate 773

Enquiries 325

Essays, The Burden of Marking 749

Europe, Rainfall and Vegetation of 426

Foreign Children, Teaching English Grammar to 54

Garden, The Indian Head Public School 482

Gazetteer of the War 530, 583, 674

Geography, An Outline, Form 1 15

Geography — The Study of a Continent 267

Geographical Struggle, A Patriotic 142

Geometry, Review Work in 602

Grammar, A Twentieth Century 172

Grammar Study in Public Schools 651

Greece and the War 770

Gulf Stream, The Truth about the 611

Historic Forms, Drawing of 218

Illumination, An Introduction to. 127

Individual and the System, The 206

Italian Successes and Reverses 675

Kindergarten and Primar\' 20, 93, 198, 263, 332, 422, 494, 560, 660, 745

Landscape Drawing, The Graphic Vocabulary in 404

Library, Hints for the . . 4, 31, 33, 43, 55, 66, 78, 92, 106, 115, 134,

143, 148, 166, 177, 205, 236, 238, 239, 240, 251, 2 6, 266, 277,
281, 294, 296. 310, 381, 461, 541, 619, 697, 780.

Library, The School 371

Linguistic Tendencies of the Teacher-in-Training, The 124

Loci, An Introduction to 248

Manual Training and Household Arts at Riverside School 594

Measurement of Intelligence, The . 167

Monograms (391

Nature Occupations for Little Fingers 744

Nature Study for each month 39, 1 13, 224, 292, 330, 423, 528, 598, 678, 752

Noon Hour, The Problem of the 490, 493

Noon Lunch, The Hot 738

N^tes and News. ... 67, 149, 229, 312, 383, 462, 543, 613, 699, 781

Oceans and Continents? How Many 326

Older Boys and Increased Food Production 541

Outlook for Our Public Schools, The 375

Outdoor Prospective, A Lesson in 227

Outdoor Sketching 252

Patriotic Work in Brown School 357

Pencil Technique 755

Phonograph in School, The Use of the 373

Physics, An Experiment in 453

Picture Study 10

Plant Foods, A Study cf Some 726

Plant Names, The Meaning of Some Common or Popular 50

Primary Number Work 498, 563, 657

Primary Reading 260

Projection Lantern, Uses of a 655

Pseudopedagogy 587

Public School Music in Ontario 446, 695

Punishment 537, 604, 687

Reading, Methods of Teaching 23

Request, A Special 191

Rural Leadership 363

Rural School, Equipment of the 492

Rural Teachership -. , 591

Russian Revolution, The. 767

Science Lesson, An Elementary 641, 729

Seat Work for Second Book Grades 558

Seat Work, Primary 192, 336

Shadows 448

Soil Studies and Experiments 508, 643

South America, The Rainfall of 349

Spelling 56, 187

Stick Printing and Wood Block Printing 286

Story-Teller — Her Qualifications and Preparation, The 99

Storyteller, Material for the 417

Story-Telling in the Primary Room 101

Story-Telling, The History of 203

Story-Telling — Why and Where 17

Student Government by Means of a School Parliament 109

Submarine Warfare 573

Sun, Their Place in the 132

Teaching Material in Government Publications 27

University, Life at an English 213, 274, 346

Vocational Guidance in Grades VII and VIII 4U

War and Neutral Nations, The ''61

War in German East Africa, The ■ ■ 525

War in the Air, The l^!;'. 579, 666

Western Front, 1917, The •■ ^43, 517

Wind Belts of the World, Chief 429

Who was Right, and Why? '24

Vol. VI. TORONTO, SEPTEMBER, 1917 No. 1

t

" Recti cultus pectora roborant"

Editorial Notes

The Late
Principal Groves

In the recent death of Mr. W. E. Groves, for
many years Principal of Ryerson Public School,
Toronto, the teaching profession in Canada has
lost one of its prominent members. At the institution of the Faculty of
Education as a part of the University of Toronto in 1907, Mr. Groves
was the first man chosen from among the Public School teachers of the
city to lecture on the teaching of Public School subjects, and with such
acceptance did he perform this function that even after this arrange-
ment for choosing lecturers was superseded by the present one, he was
induced by special request of the staff to deliver a short course of lectures
every year for the benefit of beginners in teaching.

The school of which he was the head continued to be used as the one
among the city Public Schools selected for demonstration and practice
purposes, thus forming an integral part of the system of training adopted
by the Faculty of Education. Those in the Faculty who had the most
to do with practice teaching understood best the value of his work,
and his rare qualities as colleague and critic. He had the gift of whole-
heartedness. Once convinced that any plan suggested was of real
benefit to the young teacher-in-training, he would spare no effort in
the carrying out of such a plan, at any sacrifice of his own time and
energy. But he was discriminating and firm with all, and the slacker
found in Mr. Groves no sympathy with his unlaborious futility. His
fair-mindedness and balanced judgment gave weight to his opinions,
and finality to his decisions in doubtful cases. In this respect his loss
to the Faculty will be irreparable.

The two-fold position which he occupied as Principal of a great
school and director of practice-teaching in the Faculty of Education
was one that demanded peculiar discretion and tact, if the combined
role was to be played with fairness to both positions. His unqualified
success in this double role indicated a rich endowment of common sense.
Most sincerely do the members of the Faculty of Education lament the
loss of a colleague whose qualifications admirably fitted him for his
unicjue and diiificult position, and whose wholesome and genial person-
ality made it a pleasure to know him and a privilege to work with him.

[1]

2 THE SCHOOL

^ j^g^ When The School was established in 1912,

Feature '''^ ^^^^ '^^"'^ stated the purpose of its founders to

conduc: a journal Canadian in policy and in
sentiment. To quote fn .1 the. preliminary announcement: "The
School will justify ■:- e> ■:=i.ence and will serve a good purpose if it
helps to bring togath r on common ground teachers in the different
parts of the Domiislvu through an interchange of views that will be
beneficial to all concerned". How far this aim has been realized its
readers are in a position to know. A large and increasing subscription
list, distributed throughout all the Provinces of the Dominion, is an
evidence of at least a certain amount of progress.

Though systems of education may differ in different Provinces,
education itself is one and the same throughout the Dominion and, for
that matter, throughout the world. The various systems are simply
different roads to the same goal. And how slightly different, after all,
in comparison with the educational problem itself! The war is teaching
us the value of co-operation in many departments of activity. The
need of greater co-operation in education is becoming more apparent
every day.

Another purpose of The School has been to avoid commercialism
and to devote itself entirely to education. It has no "interests" to
serve, no axe to grind; it has no desire for profits, but only a desire to
avoid losses. To furnish to the teachers of Canada at the mere cost of
production, a modern, progressive, educational journal has constantly
been the aim. One prominent educationist says that in this respect
The School is unique on this continent and in this age. Perhaps that
is so; perhaps not. In spite of increasing costs of every kind, the sub-
scription price has not been increased, and will not be, until such action
is absolutely inevitable.

Because these are the aims of the journal, a suggestion received some
months ago from the Alberta Educational Association was very cheer-
fully accepted. Arrangements have been made to include in these pages
material of special interest to Alberta teachers. The A.E.A. has ap-
pointed a committee to take charge of the work. Mr. C. Sansom, B.A.,
of Calgary Normal School is the Provincial Editor and is assisted by
Mr. M. H. Long, B.A., Miss E. M. Burnett, and Miss K. Teskey, M.A.
Beginning with the September number, 1917, there will be editorial notes
from Alberta, special articles dealing with educational movements and
problems in that Province, and live news items of interest to teachers.

This is a form of co-operation that will be of benefit not onK to the
teachers of Alberta but to readers of The School in all Provinces.
The School will be larger and better than ever before. Nothing that
is now being done will be neglected and much more will l>e attempted.

EDITORIAL NOTES 3

„,. . . . A great deal is being written and spoken about

Elimination of u ■ r i c ,. mi' * f r ^ ^r .^ ^,,

the sinfulness of waste. Waste oi lood, oi money,

of fuel, of anything needed for winning the war
is criminal; worse than that, it is treason to the cause of liberty and of
civilization. In the tremendously important campaign for thrift in
e\ery department of human activity, teachers can wield an enormous
influence. Will you impress on your pupils the great necessity of saving?
Will you also, as opportunity offers, impress the same lesson, tactfully,
perhaps in the ordinary course of conversation, on the parents and
friends of your pupils? There can be no exaggeration of the necessity
of avoiding waste.

But, in the schoolroom itself, there is frequently waste of a more
precious commodity than paper, pencils, or crayons. Are we using our
own and our pupils' time in such a way that every minute counts?
Our boys will soon be men; our girls will soon be women. Do we realize,
in these warm September and October days, when the clock has a tend-
ency to move slowly and all out-doors invites us, that iri a very few
years these boys and girls must take their place and do their share in
helping the world to recover from the effects of this war? For example,
is the seat work or the "busy work" that we assign to our pupils chosen
so carefully that the doing of it counts definitely in the child's progress,
or is it given simply to keep him quiet while another class is reciting?
Are our lessons so well prepared each day that there is no hitch, no
hesitancy in presenting new work, no n'aste of time or of labour? In
a very real sense, the opening day of this year is New Year's Day for
teachers. Can we plan to eliminate waste in all our work, to be alert,
to prepare carefully for each day's work, to be thrifty in our disposition
of our pupils' time?

_,, -, , . Can we say, without fear of contradiction, that

The Teaching , ^ . , , . . ,, ,.

» „. . the greatest tonic for any lesson is mterestr If

of History ^ . . , .,, rrjrii

any subject on the curriculum has suffered for lack

of this tonic, surely it is history. History could also make out a good
case in court for damages for desertion, for neglect, perhaps even for
assault and battery. How many pupils, how many students of your
acquaintance will confess to a liking for history? Who of them will say
it is his "favourite" subject? And should it not be everybody's pet
subject? What can be more full of interest than the story of our own
country or the story of the world?

Ask the man on the street what he knows about Alfred the Great.
He tells you that is the chap who burnt the cakes. Ask him about Henry
the Eighth.- He remembers the matrimonial adventures of that much-
married individual. Outside of these two our man-on-the-street will

4 THE SCHOOL

probably remember nothing of his school history unless it be Canute's
futile attempt to restrain the waves.

Clearly, we have not had anecdotes enough in our teaching of history;
nor have we made sufificient use of pictures. We have had the examina-
tion in view, we have forced our pupils to read a text-book, we have
given them "notes". We can, if we will — ^and it does not take more
effort than an ordinary man must use to make an ordinary business a
success — we can make our history all one living, vivid story in which
our pupils are intimately acquainted with the men and women of past
ages, in which they laugh at them, work with them, triumph with them
or help to defeat them. History thus taught is a pleasure, a recreation,
to pupils and teacher. There is plenty of story material in various
books. The secret is — learn to tell a story well. Story-tellers are made
not born. Don't be afraid of a joke, use every anecdote, every available
picture. Examinations then are no longer a dread; text-books become
of minor importance. Interest makes everything easy. Try it.

"Of the making of books there is no end".

The old proverb is as true now as when first

written. And from this plentitude of books the

school library should benefit. Teachers do better work, pupils study

with greater zest, if the information furnished in the text-book can be

re-in forced by material accessible in the school library.

But the selection of suitable books is a duty requiring careful thought
and expert knowledge. The School endeavours to assist teachers in
this special work by supplying bri^f descriptions and disinterested
opinions on recent educational publications. And because purchases
for the school library are most frequently made at the end and at the
beginning of the school year, the issues of May, June, and September
contain, as has no doubt been observed, a very large number of book
reviews. In December a list of the best educational books of the year
will be published.

Book Reviews

La Salle (True Stories of Great Americans), by Louise S. Hasbrouck. 212 pages.
Price 50 cents. The Macmillan Co., Toronto. The teacher of history will appreciate
this book as will the student of the subject. It gives in detail the life of La Salle, his
explorations, his discoveries. For the Public or High School library it is excellent.
Other titles in the series should be examined. It is books of this kind that make history
a live subject.

Moni, The Goat Boy, by Johanna Spyri. J. B. Lippincott Company, Philadelphia.
An interesting story for second or third book classes.

Interest and Annuities

PROFESSOR J. T. CRAWFORD, B.A.

Faculty of Education, University of Toronto

THE work on interest and annuities which we find in our text-books
on senior algebra is very defective because it does not present the
subject in such a way that pupils can readily understand it. It is
usually too theoretical and there are not enough practical examples to
give interest to the subject.

Feeling that other teachers may have found the same difficulty as
I have in dealing with this topic, a few suggestions as to method and an
exercise containii^g practical examples are given in the hope that they
may be of service to young teachers.

The foundations upon which the theory of the subject depends are
(a) compound interest, (b) geometrical progression. I have found that
the theory of compound interest requires careful review as many pupils
have not mastered the subject in the arithmetic or they have since
forgotten it. They should be able to state readily the amount of any
sum at interest for a given number of years at a given rate per cent.
They should also be able to state the principal which will amount to
any given sum.

If sums are due at different times a graphical illustration is very
useful in showing exactly when each sum is due. Take the following
problem: A mortgage for, $1,400 has 8 years to run and bears interest
at 5i% payable yearly. What is its present value, if the purchaser
wishes to make 7% on his money?

77 77 77 • 77 77 77 77 77
0 . . I . 1 . 1 — ■ — ■ 1 1 — . ! I

1400

In this diagram 0 represents the present time and each division on

the line represents one year. This clearly shows that $77 is due at the

end of each year and in addition the $1,400 is due at the end of 8 years.

The present value of each sum is then taken and the whole is written

as a geometric series thus: 1 + h • • . H ■+- -—

1.07 1.072 107' 1.07« 1.07«'

When this series is summed and the result reduced to its simplest

form we obtain 1100 + ^^ = 1100 + 300 X. 58201 = 1274.60.

Thus the present value is $1274.60. In finding the value of 300 -f- 1.07*
the pupil may use logarithms or the interest tables in the High School

0 THE SCHOOL

Arithmetic. In either case an examination should be made as to what
part of the result is necessarily correct. The preceding answer was
found by using the interest tables and is correct to the nearest cent.
If five-figure logarithms are used the result is $1274.61 and is correct
only to the first five significant digits.

I have found that the chief difficulty with High School pupils is
that they do not properly understand the business transaction involved
in many of the examples. This is usually overcome by having the
pupils make a diagram such as is shown in the preceding example..
When this is properly done the series representing the amount or the
present value is then easily written down.

I usually deal with all the phases of the subject by first using con-
crete problems and finish with the general theorems. In the following
examples the answers given are obtained by using the interest tables.
These tables are usually easier to use than the logarithmic tables and
since it is possible to obtain more exact results by means of them, it
might be well if candidates were allowed to use them at the Depart-
mental examinations.

Examples.

1. Find the amount of $125 in 10 years at 6% compounded yearly;
of $430 in 8 years at 7% compounded half-yearly. ($223.86; $745.62).

2. Find the present value of $1,000 due in 6 years if money is worth
5% per annum compounded half-yearly. ($743.56).

3. In what time will $150 amount to $330 at 6% compounded
yearly? (13.5 yr.)

4. At what rate will $200 amount to $296.22 in 9 years, interest
compounded yearly? (45%).

5. Prove that the amount of any sum at compound interest for
10 years at 2^% is greater than the amount for 5 years at 5%, in each
case compounded yearly.

6. A man deposits $100 in a bank at the beginning of each year. If
the bank pays 3% per annum compounded yearly what is the balance
in his bank-book when the 20th deposit has been made? (S2,687).

7. Find the present value of an annuity of $84 to run 13 years, the
rate being 4% per annum compounded yearly. ($838.80).

8. The executors of an estate have $20,000 with which they desire
to purchase an annuity that shall run 10 years. If money be worth 5%
per annum, find the yearly value of the annuity which can be pur-
chased. ($2,590.10).

9. I hold a mortgage for $4,000 payable in 6 years and bearing
interest at 6% payable yearly. What is the cash value of the mortgage
to me if the current rate of interest is 5% per annum? ($4,203.02).

INTEREST AND ANNUITIES 7

10. A man aged 54 years, in receipt of a pension of $100 a year,
wishes to commute that for a present payment. If his expectation of
life is 17 years and interest is reckoned at 5%, how much should he
receive? (•'51,127.40).

11. A school section borrows $4,500 to build a school house; this
sum is to be repaid in 10 equal annual instalments. If money is worth
6% per annum, find the amount of the instalment. ($611.41).

12. A person who has a capital of $20,000, for which he received
interest at 5%, spends every year $2,500. Find in how many years he
will have all his money spent. (10 + ).

13. A man pays S240 yearly for a 15-year endowment policy of
$4,000. If money is worth 6% per annum payable yearly, how much
is he paying each year for the life risk? ($77.88).

14. A man leaves property worth $750 a year to his wife during her
life; after her death it is to go to his son during his life. If the wife's
expectancy of life is 12 years, and the son's 34 years, find the present
value of the son's annuity, money being worth 6%. ($4,488).

15. A debenture bearing interest at 6% per annum payable half-
yearly has 10 years to run, when it is repayable at a premium of 20%.
Find its cash value if money is worth 5% per annum compounded half-
yearly. ($120).

16. A municipality borrows $40,000 agreeing to pay interest thereon
at the rate of 4^% per annum. What amount of taxes must the muni-
cipality raise each year to pay this interest, and to provide a sinking
fund which being invested at 4% will cancel the debt in 30 years?
($2,513.04).

17. A deposit of $100 a year is to be made at the end of each year,
for a period of 20 years, into a fund to be used at the end of that period
to purchase an annuity of $A a year for 10 years. Derive a formula
for A, the interest rate in each case being 3%. A = 100 (1.03^-1-1.03"').

18. A man wishes to provide for his son an annuity of $700, the
first payment to be made 5 years from now and the annuity to continue
for 9 payments. If money is worth 4% what should he now pay for
this annuity? ($4,449).

19. A village built a school house costing $12,000, and raised $1,720
a year to pay for it. Allowing 6% compound interest, how many whole
years will it require to cancel the debt and what will be the balance
then due? (9 yr.; $508.67).

20. A philanthropist makes his will in which he instructs his execu-
tors to endow a university with a perpetual scholarship of $250 per
year, the first payment to me made one year after his death. If his
expectation of life is 12 years, find the cash value of the bequest if
money is worth 5%. ($2,784.2).

In the Classroom

FREDERICK H. SPINN'EY
Principal, Alexandra Public School, Montreal

Exercises Leading up to Reducing to Lowest Terms.

(NOTB. — The class is divided into three groups, ranging from pupils of lowest rank in Group I.
to those of highest rank in Group III.)

Group L went to the board. The teacher dictated the following
denominators: 12 15 21 27 36 60 90

"Supply numerators to make all the fractions equal 1/3."

When finished, the work of each pupil was thus expressed :
^ 5^ ^ ^ 12 20 30
12' 15' 21' 27' 36' 6O' 90"

"Erase all the numerators and make each fraction equal 2/3."

All succeeded in securing the following results:
" 8 10 14 18 24 40 60
12 15 21 27 36 60 90'

"You know that 8/12 = 2/3; what is the number that when divided
into 8 will give 2, and when divided into 12 will give 3?"

After some guessing, Louis named the correct number.

"Make the statement to the class, Louis."

"8 divided by 4 is 2; 12 divided by 4 is 3."

"Who can make a statement for the second fraction?" Several
pupils wished to try. "Ida". "5 into 10 goes 2; 5 into 15 goes 3."

This method was continued until a statement had been made for
each fraction.

"If 8/12 is the same as 2/3, what do you call 2/3? "The lowest
terms".

Group II. went to the board.

The teacher dictated the following numerators: 7 9 11 15 20 25

"Make all the fractions equal 1/4."

„. , . . 7 9 11 15 20 25

Ihe work was then expressed: — —

28 36 44 60 80 100

"Erase all the numerators, and make each fraction equal 3/4."

^^TU J , A ,u I ,u , 21 27 33 45 60 75
When completed, the work was thus expressed: —

28 36 44 60 80 100
"Mary, reduce 21/28 to its lowest terms".
"1 into 21 goes 3, and 7 into 28 goes 4".
"Who knows what made Mary think of 7"?

18]

IN THE CLASSROOM 9

No one could tell.

"Well, we'll ask you that another day".

The remaining fractions were dealt with in a similar manner.

Group III. went to the board.

The teacher dictated: \2 18 24 36 60 90

"Make the first fraction equal 3/4; the second 2/3; the third 5/6;
the fourth 11/12; the fifth 3/4; and the last 8/9".

The pupils found no trouble in supplying the correct numerators.
"Reduce them all to their lowest terms".

The work was thus expressed: 9/12 = 3/4; 12/18 = 2/3; 20/24 = 5/6;
etc.

Individual pupils were then called upon to explain the operation

involved.

. , , „ 18 32 40 60 70 100

Now for SIX hard ones . — .

36 64 160 360 80 1000

Although the teacher called these examples hard, they proved to
be quite simple, and were readily worked by all the pupils of Group III.

"Those were not so very hard after all; were they? I'll think up
some harder ones for to-morrow".

Such remarks from the teacher tended to establish a pleasant re-
lationship between himself and the pupils. This creates an atmosphere
in which pupils can put forth their very best efforts. They realize that
the teacher is a sympathetic friend. They appreciate his words of
praise; they enjoy occasional bits of fun; they never fear that their
mistakes will draw forth ridicule or sarcasm.

Most teachers take life too seriously. Exactness in computation
and perfection in spelling are, innheir minds, the standards by which
humanity is to be judged. Humour should be strictly confined to the
pages of "Life", "Punch", and like periodicals. Smiles in the class-
room must be rigidly suppressed. Such teachers grow old before their
time, and cease to be fit companions of childhood.

A great deal of "learning" is indirect, acquired at odd moments,
and often comes through the heart instead of through the "prescribed"
senses. Only those teachers who understand the child's attitude and
are sympathetic with all his interests can appeal to the heart. Every
time the teacher creates a wholesome laugh in the classroom, she streng-
thens the tie of friendship and sympathy between herself and the pupils.

This may seem a strange digression from a lesson in arithmetic.
But we must remember that a lesson is only a means to an end, and
that end is to learn how to live in its fullest meaning. So we are
never digressing so long as we keep that end carefully in view.

Picture Study

From the Artist's Standpoint

H. E. BICKXELL, A.O.C.A.
Parkdale Collegiate Institute, Toronto

IN an Art course, pictures are studied ■ not only for the purpose of
forming an appreciation of their final beauty and an understanding
of. the story they may suggest, but also for the purpose of learning
the various principles involved in their production.

After the various principles and methods that the artist has em-
ployed to get an effect have been studied and are understood, the picture
becomes doubly interesting. The difficulties with which the artist
had to contend become apparent: our appreciation is all the greater
when we realize with what determination a problem has been attacked
and see how successfully the difihculties have been overcome. Much
knowledge is gained when a picture is considered from the standpoint
of the artist who produced it.

While taking up a picture with a class the teacher has an oppor-
tunity to make the pupils familiar with the meanings of the more im-
portant technical words and phrases which are used in describing pic-
tures. These the pupils will afterwards use in describing their own
productions. The following are suggested, but the teacher might easily
add a dozen or so more: composition; line (in composition) ; local colour;
sky line; horizon line; rhythm; chiaroscura; atmosphere; transparency;
vibration; opaque colours; accent; reflection and shadow; action;
impressionism; nocturne; mosaic; mural painting; conventional com-
positions; genre pictures; classical landscape, etc.

Our next consideration is what to study. It will not be necessary
to append a long graded list of pictures for study in the various forms.
Many such lists h^ve already been made out. It might be well to
suggest, however, that many of the "Old Masters" contain many
errors, and much may be learned by a critical study of these. The
subject becomes intensely practical, too, if the productions of the pupils,
such as still life studies and simple landscapes, are studied in the same
way. It might be well to suggest also that a course in picture study
should include examples which illustrate the various technical methods
of painting, as well as examples of the more important schools of painting.
Concerning method much has already been written. The writer
has at times found it very instructive to study only one or two principles
in a lesson, illustrating these by a large number of pictures by as many
different artists.

(10]

f»

PICTURE STUDY 11

Suggestions
Some technical points to consider in every picture:

1. The Artist's view point. 5. Technique.

2. Composition. 6. Title.

3. Lighting. ' 7. The characteristics of the

4. Colouring. artist as revealed by a study

of a picture.

1. The Artist's View Point. — (o) The artist's distance from the
picture. The distance of the artist from the foreground objects in the
picture may be determined by comparing the relative sizes of objects
in the picture. Receding objects become smaller. At twice the distance
they become only half the size. If, for instance, there are two adult
figures in a picture at different distances from the observer, and one
appears only half as large as the other, we would know that the artist
is as far away from the first figure as the second one is from the first.
While it would be impossible to determine the distance of the artist
from the picture with mathematical accuracy, nevertheless there are
always sufficient details to give an approximate result.

The distance from which the artist viewed a given subject may be
determined by carefully studying the sharpness with which edges have
been represented, and the presence, or degree of absence of local colour.

It is very interesting to observe how much of the background is
obscured by the foreground objects. If the artist is at considerable
distance from the foreground objects, they will obscure less of the back-
ground than they would if he were close.

(b) The eye level. — -The eye level of the artist is determined by the
position of the horizon Hne.

(c) The station point. — -In some pictures, particularly those in which
architectural features are indicated (see classical landscapes by Claude
Lorrain) the station point of the artist may be accurately foutid by
directly applying the principles of linear perspective.

2. Composition. — (a) The geometrical basis of the composition. — All
successful compositions have a definite geometrical basis or design.
This may be quite conventional or formal, as in many of Raphael's
pictures; or it may be informal, as in most of Rembrandt's pictures.
Any composition which lacks a definite structure or pattern will not
"carry" from one side of the room to the other.

(b) Methods oj emphasizing the centre of interest. — A picture may have
on!> ONE centre of interest. It is impossible to look at any more than
one thing at a time. There are various ways in which the artist may
emphasize this centre. Some of these are as follows:

12 THE SCHOOL

By placing it in the foreground.

By placing it centrally (not the exact centre) in the picture.

By making it of considerable size.

By making lines in the picture point towards it.

By avoiding lines which lead away from the centre of interest or out
of the picture.

By isolating it, that is by not partially hiding it with subordinate
objects of interest.

By contrasting it in tone and colour with the background.

By using in the centre the highest light or darkest tone (or both), that
will be found in the picture.

By directing the gaze of animals or persons in the picture towards it.

By showing it in more detail.

By showing it with well-defined edges.

By placing it at the centre of the "cone of vision".

(c) Methods oj subordination. Principles opposite to those given
above should be considered here.

{d) Method of showing depth of distance in a picture. — By linear per-
spective. Receding objects appear smaller. Most of the old Japanese
pictures make interesting studies on account of their disregard for the
principles of perspective.

By aerial perspective. This is the loss of local tone and colour due
to distance. Dark objects appear lighter and bluer as they approach
the horizon. Light objects appear slightly greyer and warmer as they
approach the horizon.

By representing distant tones and colours as flat as possible and with
little or no detail.

By losing the sharp edges.

By representing the atmospheric vibration.

By natural frames. By this is meant the natural setting given to
the picture by the artist himself. The picture may be shown through
an archway, through an opening in a mass of foliage, through a window
frame, etc. (See sketch No. 13, MacWhirter's Sketch Book.)

By lines leading into the picture.

(e) Balance. — Balance of masses. (Consider here the centre of
interest.)

Balance of lines. Balance of tones. Balance of movement.

(/) Space 'relations. — In an informal composition the artist avoids
dividing the spaces at his disposal into equal parts, or for that matter,
into parts where the relation in size between them is very evident.
A proportion which has been used considerably and with good results
is that of medial section, about five to eight. The division of the space

PICTURE STUDY 13

is best left to the feeling of the artist. It is largely determined by the
subject in hand.

(?) Methods of showing stability in a composition. — Stability in a
composition may be obtained by using the pyramid as a basis. This
is the most static form of design that is known.

By well balanced lines. By using horizontal lines.

Stability of objects in the picture is obtained by the use of shadows.

(/;) Contrast. — Contrast of tones. Contrast of lines. Contrast of
colour.

(/) Methods of showing action. — By slanting tines. If a line is leaning,
and has nothing to support it, it will appear to be falling.

By lines pointing in many different directions.

By flowing rhythmical lines.

By representing action figures as they appear and not as they actually
are. On account of its motion an arm thrust forward will appear longer
than it actually is. Some of the modern painters are using distortion
in their action figures in an attempt to produce the optical illusion
which actually takes place.

(J) Rhythm. — Rhythm in recurring lines. Rhythm in flowing lines.
Rhythm of light. — (See genre pictures by Dutch artists.) Rhythm of
colour. Rhythm of movement.

(k) Unity. A picture may have only one centre of interest.

Objects in a group should be arranged so as to suggest unity.

3. Lighting. — Every picture should have a well-defined light and
shade scheme, unless it is a decorative composition. There Js generally
one brightest spot in a picture. No part of any picture can be brighter
in tone than the source of light. (Holman Hunt's Light of the World
makes an interesting study in lighting. There are three sources of light
in this- picture.)

(a) Use of shadows. — Shadows give stability to various objects in a
picture.

They help to explain the form of objects which cast them.

They help to explain the form and texture of the surface upon which
they fall.

A shadow may sometimes be considered as a mass of .tone which may
be necessary to complete a certain portion of a composition.

The shadow will determine the source of light.

The shadow determines the intensity of the light. If the shadow
has a well-defined edge the light is intense.

When a shadow is represented free from an object the object will
appear unsupported and falling through the air.

14 THE SCHOOL \

An arrist relies upon his shadows to get brilliancy in his pictures.
In this connection it would be interesting to study the effects pro-
duced in some of our mural decorations where shadows are not used.

(b) Transparency. (Shadows are never black.)

(c) Re/lections.

(d) Textures and High lights.

(c) Chiaroscura. (The effect produced by contrast of tones.)

4. Colouring. — When a good colour print or an original is being
studied the teacher has to a limited extenfan opportunity of discussing
(1) local colour, (2) apparent colour, (3) colour harmony, and (4) the .
effect that one colour has upon another when placed beside it.

5. Technique. — The study of technique will necessarily be ver>-
limited. Perhaps a few might have an opportunity of studying an
original oil painting or water colour, or even of visiting an art gallery.
Brush handling, textures, impressionistic painting, and distemper
painting would be a few of the things which could be considered.

The various methods of representing texture might be studied in
good reproductions. Compare the draperies in the following pictures:
L' indifferent, by Watteau. Clytemneslra, by Leigh ton. The Fates, by
Edward Simmons. The Prophets, by Sargent.

6. Title. — Some pictures may have three titles. One may be ob-
tained by simply naming the centre of interest. Another may be obtained
by considering the picture from the standpoint of the story it may
suggest. The third is a title from the standpoint of the artist. Follow-
ing are a few titles which may illustrate this third point.

Autumn. (A study in intensity of colour.) A Symphony in White.
(A study in subtle values.) A Study in Black. An Arrangement in
Grays. (A design or pattern.) Still Life. (Textures.) Nocturne.

7. Characteristics of the Artist. — ^Most artists have a style
and choice of subject peculiarly their own. Claude Lorrain, Millet,
Corot, Watteau, Botticelli, Pieter de Hooch, Greuze, etc., are out-
standing artists who have so impre^ssed their personality upon their
productions that a child could identify their pictures among a thousand
others. An expert is even able to tell, with a fair degree of accuracy,
the author of an unsigned painting.

r

A Long Is'and teacher was recounting the story of Red Riding Hood. .After describ-
ing the woods and the wild animals that flourished therein, sheadded: "Suddenly Red
Riding Hood heard a great noise. She turned about, and what do you suppose she saw
standing there, gazing at her and showing all its sharp, white teeth? "

"Teddy Roosevelt!" volunteered one of the boys.

Primary Department

Form I Geography: An Outline

[See — Ontario Teachers' GeoKraphy Manual, chapters IV and V.]

F. A. JONES, B.A., D.PAED.
Normal School, Ottawa.

AT this Stage Geography and Nature Study cannot be sharply
differentiated. In reality the work is Geographical Nature
Study, The basis is the unified experience of the child in con-
nection with his immediate life. Facts by themselves are of no value.
They must be presented in connection with the child's own experience.
That is, the lesson topics must be selected almost exclusively from
what can be observed in and around the home and the school. No
absolute course can be outlined suitable for all communities, but if the
resourceful teacher will be guided by the following suggestions, the
course can be easily adapted to meet the needs of any locality. Every-
thing included is thought to be suitable for Form I, but it is not neces-
sary that the work should be taught ih the order outlined below. Lessons
should be given when the time is most opportune. For example, a
lesson on "snow" may be taken on the occasion of the first snow-fall;
on, "Autumn", in the fall of the year, etc. Much is pruposely left to
the discretion and the individuality of the teacher in regard to the
selcr-tion of topics for particular lessons. It is advisable to keep a record
of all IcbKons taught.

I. The Home and its Surroundings.

1, Informal conversations about members of the family — mother,
father, . , . and the daily services of each,

2, Similar conversations on family pleasure's— picnics, excursions,
vacations, family gatherings. . . .

3, Discussion of home activities — cooking meals, baking, marketing,
washing, ironing. , . .

4, Foods and their preparation — wheat, corn, potatoes, milk, butter,
cheese, meats, fruits and how they are preserved, , . .

5, Articles of clothing — choice of clothing suitable for each season;
care of clothing at home and at school ; materials of clothing, cotton, wool,
silk, skins of animals, , . ,

6, The home itself — location; parts — hall, parlor . , . ; materials-
stone, wood, brick, cement. , , , Workers needed in making -carpenter
and what he does, mason and his work, painter, paperhanger, plumber , . ;
furnishings. . . ,

|I5|

16 THE SCHOOL

II. Community Activities.

1. Food — study of farm, market, grocery store. ...

2. Clothing — sources of fur, wool, leather, cotton, linen, silk. . . .

3. Shelter — sources of materials such as wood, brick, stone, cement. . .

4. Fuel — wood, coal, electricity, gas. . . .

5. Transportation — wagon roads, railways, waterways, and the
purposes each serves.

6. Elementary notions of exchange in connection with the foregoing.

III. General Notions of Direction.

The pupils are already familiar with terms denoting direction. All
that is necessary is to give them an opportunity to use such terms
definitely and consciously. The aim is to so impress upon them the
meaning and application of ideas of distance, position, and direction
that they will be able to use these terms intelligently and freely in con-
versation.

1. Right and left. ...

2. The cardinal points of the compass.

3. The semi-cardinal points of the compass.

4. Directions of principal streets and roads.

5. Location of observed objects, places, public buildings ....

6. Directions of local streams, of winds, of birds' flight, of cloud
movements, of weather vane. . . .

IV. General Notions of Time.

1. Day, night, morning, evening, sunrise, sunset, daybreak, twilight,
noon, forenoon (a.m.), afternoon (p.m.), hour, minute ...

2. Week, days of week, mid-week, week-end, fortnight. . . .

3. Month, names of month, number of days in each.

"Thirty days has September", . . .

V. Observations of Weather, Sun, Moon, Seasons.

1. Weather — Observations on cloudy and sunny days, on cold and
warm days, on wet and dry days, of snow storms, of hail storms. . . .
Conversations on these topics and the keeping of simple weather records
on the black-board, on large cards, or on calendars. Further observa-
tions of winds, clouds, rain, snow, frost, dew, as suggested by nature.

2. The Sun — Observations of the sun as the source of light and heat'
its progress from sunrise to sunset, its absence during the night, its
changing shadows, relative length of day and night, simple observations
with shadow stick.

3. The Moon — Observations of its changing position and appearance,
the keeping of a monthly record on the blackboard of its changmg
appearance.

STORY TELLING— WHY AND WHERE 17

4. The Seasons — Names of the seasons, the months included in each,
some of the chief characteristics of each season, activities of play and
work incident to each season.

VI. Land and Water Forms.

1. The teacher should familiarize himself with the land and water
forms actually found in the environment of the school.

2. Beginning with the land and water forms nearest the school, the
teacher will usually find many opportunities for directing the pupils'
observation. The schoolyard, the roadsides, and the surrounding
farms furnish lakes, islands, capes, riyers, etc., in endless variety.

3. Merely talking about these forms is a waste of time. The pupil
must learn by contact and observation. The purpose is to arouse the
pupil's mental activity and direct him to make discoveries for himself.

4. No one neighbourhood will furnish all the land and water forms,
but every school section will have sufficient material to give the pupils
a fundamental knowledge which may be supplemented by the use of
pictures, drawings, and other visual aids to the constructive imagination.

VII. Suggested Readings for the Teacher.

1. Highroads of Geography — B(^k I, Thos. Nelson & Sons. 2. Home
Geography — by C. C. Lang. 3. Stories of Country Life — American
Book Company. 4. Home Geography for Primary Grades — ^Educational
Publishing Co. 5. How the World is Fed — Carpenter. 6. How the
World is Clothed — Carpenter. 7. How the World is Housed — Carpenter.
8. How we are Fed — Chamberlain. 9. How we are Sheltered — Chamber-
lain. 10. Row we are Clothed — Chamberlain. 11. The Earth. Its
Familiar Objects — Rose. 12. The Teaching of Geography — Geikie.
13. The Teaching of Geography in Elementary Schools — Dodge &
Kirchwey. 14. The Little Cousin Series, 2,Q vols. — The Page Co., Boston.

Story Telling-Why and Where

ANNIE J. WORKMAN;
Hope Farm, Verbank, N.J.

THE importance of story telling is proven by its antiquity, its
universality, its popularity, and its practical value. Away
back in the childhood of our race, a well told story was eagerly
listened to. So to-day, not merely in the homes of civilization but in
the tents of the red Indian, in the huts of the African jungle, in the
bazaars of India, and in the islands of the sea, all classes, rich and poor,
old and young, the learned and the illiterate, all may be reached in the
same way.

18 THE SCHOOL

The aim of this and succeeding articles is to discuss the importance
of story telling in the education of the child. The most casual observer
of children admits the value of the story as a means of amusement.
Psychology, however, furnishes a more fundamental reason for our
use of the story. The dramatic instinct is universal. The child grieves,
even weeps, perhaps, over the difficulties of the hero, then thrills with
pleasure over the happy outcome. According to G. Stanley Hall this
pleasure-pain experience is distinctly valuable for both old and young.

So strong is the power of suggestion in children that it is possible to
inculcate the most valuable lessons through the medium of the story.
The small boy hears a story of one who bravely endures pain, and he
is much more apt to be brave the next time he experiences suffering.

Although stories were used as a means of conveying truth even
before the Christian era, they were not used in the school until com-
paiatively recent times. Because of lack of interest on the part of the
teacher many schools even now do not gain as much as they might from
an intelligent use of vivid narratives. The relaxation afforded by the
story helps to secure the right atmosphere for ideal work. A good story
will capture the hostile child and win the shy one by establishing freedom
of relationship between teacher and c||ild.

The story may be used profitably in arousing the child's interest in
history and literature. Indeed, no better means can be found to develop
a love of history and good literature. The child who hears the incidents
.of history and the best things in literature told in an interesting way
soon desires to read such material for himself. With the young- child
an interest in nature, science, and art may be aroused by a judicious
use of stories. The story may be used, too, as an aid in language. If
told to them a very few times children will enthusiastically dramatize
a story they cannot yet read, supplying the words to clothe their con-
ception of the theme.

Stories tend towards the socializing of the child by leading him to
experience with the rest of the group a feeling of common interest in
vital things. In the story period the children as a group go together
in thought to the ends of time and space.

Thus, both psychology and pedagogy furnish ample authority for
the use of the narrative in teaching. There are still other reasons— a
child'.s life-experiences are interpreted to him by the story. Morcoxer,
there is no better way, aside from the example of his loved ones, of lead-
ing the child to "be good". This is done not by teaching moral content,
as such, but by arousing deep feeling. The great racial stories stir deep
emotions because they have come down to us as the result of strong
feeling in the breast of primitive man. By means of the narrative joy
mav be aroused and the child is then more open to receive the best

STORY TELLING— WHY AND WHERE 19

influences. It is the desire of the educator to inculcate high ideals and
there is no better means than by the telling of properly chosen stories.
The child sees graphically the results of good and evil deeds, and is
impelled to reach for higher standards. In the story hour the child
lives through many experiences. He succors the weak with Sir Galahad
and hates the hypocrisy of a Heap. His own shortcomings are brought
before him vividly, and in an impersonal manner. Another valuable
tendency of the story is in the enlarging of the child's sympathies.
This is accomplished by fostering a love of nature and by giving the
child glimpses into the lives of others.

In planning for story telling as a means of education we are following
in the footsteps of the great teachers of all time. Take, for example,
the wonderful parables of the Master, Plutarch's Lives, or the tales told
by the monks of the Middle Ages. Froebel provided for story telling
in his scheme of education. G. Stanley Hall says, "Let me make the
stories and I care not who makes the text books".

The field of the story teller is a wide one. The kindergarten and the
school afford wide scope but the child should have many stories before
entering either. It is a part of our social inheritance to hear and to
tell stories, and the home must do its share. If the child has to wait
for his stories until he enters school he misses those belonging to an
earlier stage of development, or he hears them when they are less ap-
pealing. An additional reason for the use of stories in the home even
with older children is that there they may be applied more easily and
effectively to the individual needs of the hearers.

The playground and the library afford other opportunities. The
leader of the playground wisely uses stories to afifect the conduct of the
children. The librarian uses the story to create a desire for good liter-
ature and to introduce new books.

In church work stories are a valuable aid. Many of the modern
preachers such as Talmage, Beecher and Spurgeon have used them
freely in the pulpit. In her work with young children the church is
more successful if the approach to Bible teaching is by means of the
story. With older children the story should be used freely for illustrative
purposes.

Even in business and social circles the narrative is important. The
commercial traveller, the promoter, the everyday companion, the after-
dmner speaker, or the lecturer who can tell a good story eflfectively
is always popular.

If it be agreed that story telling is an important phase of the educa-
tive process, it will also be admitted that preparation for the work is
essential. For a subsequent article the discussion of this preparation
is reserved.

20 THE SCHOOL \

The Unification of the Kindergarten and Primary

Schools

ETHEL M. HALL
Public School. Weston

EVERY great biography is the record of the entrance into the
world of a new force, bringing with it something different from
all that was there before, and of the way it gradually gets itself
incorporated with the old so as to become a part of the future".

Obviously, therefore, two things are needed by those who wish to
, understand it — first, a clear ci mprehension of the nature of the new force
itself; and secondly, a view of that with which it is to be incorporated.

Without the latter, the specific diffeience of the former cannot be
understood, nor can the manner of its reception be appreciated — the
welcome with which it is to be received or the opposition with which it
has to struggle.

The kindergarten-primary has brought into the educational system
more that is original and defetined to modify the future training of
childhood than anything that has ever entered into it. But we can
neither understand it, nor the fortunes which it may encounter in seeking
to incorporate itself into our school system, without a clear view of the
conditions in which it must work.

Hitherto we have had our kindergartens, introducing beauty and
rhythm into the lives of little children. We have had our primary
schools appealing to the practical side of education.

For many years a great gulf existed between the kindergarten and
primary schools, which was accepted by both sections. Occasionally a
progressive worker in either department tried to bridge the gulf, but
she was so thoroughly alone in her efforts that she finally gave up the
idea of ever being able to accomplish anything.

The kindergarten movement from its very foundation was essentially
different from that of the primary school. In the first place it had a
founder — a man many years in advance of his day. He made mistakes.
but he saw that which his followers failed to see — a vision of the spirit
of the kindergarten throughout all grades.

The primary teacher could point to no such founder of her depart-
ment. She was often annoyed by the assumption of superiority on the
part of some kindergarteners. Thus the chasm between the two de-
partments deepened. Each instructor travelled along her own pathway,
seeking a summit of excellence in her own chosen work, and failed to
see that the kindergarten and primary grades were founded with the
same object in view — the training of the little child.

THE KINDERGARTEN AND PRIMARY SCHOOLS 21

Dr. Dewey says: "The child is the starting point, the centre and the
end. His development, his growth is the ideal. It alone furnishes the
standard. To the growth of the child all subjects are subservient — •
they are the instruments, valued as they serve the needs of growth.
Personality, character are more than subject matter. Literally we
must take our stand with the child and our departure from him. It is
he, not the subject matter, which determines both quality and quantity".

If the point of departure be the same in both kindergarten and
primary schools, why should any gulf exist? Many primary teachers
receive their pupils from the home at five years of age. The kinder-
gartner does the same.

The kindergarten child in the embryo is not different from the
primary child at the same stage of development. Wherein has lain the
difference in a short time?

Every true primary teacher loves and understands little children as
well as the kindergartner can possibly do. She is just as eager for the
full development of the child's powers. Then why have primary teachers
been accused of lack of interest in the physical, mental, and moral
development of the child?

The fault has lain in the course of study not in the child or teacher.
When the primary teacher looks into the faces of the little ones shining
with love and adoration for her, she unconsciously ofTers a silent prayer
for wisdom in guiding these sensitive little plants. How she would love
to take time to study and observe them ! How she longs to understand
each disposition, so that she may best know how to help them! But
the course of study for the First Grade haunts her. She is afraid she
may not cover it in the specified time. It is not that the primary teacher
has lost her child study conscience. It is a case of professional life and
death. So she generally makes her choice on the professional life side.
Once in a while a primary teacher is brave enough to place the child
ahead of the curriculum, because she knows that " the development of
character is the goal in education; that education was made for the
child, not the child for education".

As a result she experiences such a joy and freedom in her work that a
revolution takes place in her methods of teaching. A spirit of joyous
activity permeates all the work of the day. This is nothing more or less
than the spirit which has always existed in the kindergarten and should
(ver live in the primary room.

It is this freedom and joy in her work which has been at the founda-
tion of the happiness of the kindergartner.

This is why the pathways of the kindergarten and primary grades,
haMpg the same point of departure — the child — diverged so widely

22 THE SCHOOL • \

after a few months. The primary teacher looked worn and anxious
while the kindergartner retained her joyousness.

The kindergartner remembered that growth is from within, outward
and she waited for her seeds to germinate and her plants to grow. The
primary teacher became alarmed if she had not covered a stated'amount
of subject matter, so she began to dig around her seeds and pull them
out to see why growth was not more apparent. Then she applied
stimulants to aid rapid growth. She succeeded in forcing a blossom
for examination days, but her plant was a sickly thing — sleepless,
nervous and unhappy.

The spirit of the kindergarten is apparent in the kindergarten-
primary, where the spirit of playfulness enters into every moment of the day

The same spirit may enter into every First Grade room and need
not stop at the First Grade.

The question is frequently asked: "Is it necessary for the primary
teacher to receive special training in order to incorporate the kinder-
garten into the First Grade"?

Most assuredly, yes! It matters not how successful she may be as
a prim.ary teacher, she needs the thorough kindergarten training in
addition to her professional work. But most of all she requires the
spiritual uplift which that training will give her. She cannot assimilate
too much in six weeks or six years. Like every other thing worth while,
it is a progressive "pressing toward the mark for the prize of the high
calling" toward which every primary teacher and every kindergarten
teacher should aim.

We are not striving to do away with the kindergarten. W'e are
striving to introduce into the primary school all the happiness and
joyousness of the kindergarten ; everything in apparatus which will
develop initiative on the part of the primary pupil. We want more
self-directed effort on his part; we want materials which will act as
stimuli upon the pupils and lead to invention and creative power; we
want the child to suggest the problem, not the teacher.

What is the function of the teacher in this new order of education?

The teacher is not the point of departure in all things as formerly.
She recognizes the right of every child to be an active, exploring little
being, developing his inner resources by every form of investigation and
creative efTort. Her task is to nourish and assist, to watch, encourage
and guide, induce rather than interfere, prescribe, or restrict.

The adaptation of the new order of education requires skilful person-
alities even more than apparatus. The kindergarten-primary in the
hands of one who has not seen a vision of its possibilities in the future,
will be a tragedy.

"The old order changeth, giving place to new".

METHODS OF TEACHING READING 23

Methods of Teaching Reading

G. W. LEWIS

Author of the Lewis Story Method of Teaching Reading and Spelling

IF we were to make a careful study of many methods of teaching
reading, we would discover in each the characteristics of one or
more of the following type methods: The Object-word Methods,
the Picture-word Methods, the (pure) Word Methods, the Action-word
Methods, the Thought or Sentence Methods, and the Phonic Methods,
or we may find the lewis story method.

The method to be used in teaching anything should be determined
by the nature of the problem or problems involved. In teaching read-
ing the practical objects are, first, to enable the pupil through the medium
of the words, signs, and sentences of the written or printed page silently
to interpret the ideas, thoughts, feelings and actions expressed by the
writer; and second, to enable the pupil to convey these ideas, thoughts,
and feelings to others with such force as to cause them to act.

The first object is by far the more important. For we should re-
member that perhaps ninety-nine per cent. (999c) of the reading done
by adults is silent reading only, and that practically all the studying
the pupil does in school is done through silent reading.

We should also remember that thb written or printbd page contains no
ideas, thoughts or feelings. But, just as the empty tracks made in the snow
by some animal indicate to the experienced hunter that a rabbit or other
animal, -with which he associates the tracks, has passed over the snow, even
so the characters on the written or printed page are the mere empty tracks
left by some one's ideas, thoughts, and feelings, and they disclose to the
experienced reader the sounds representing the articulate words through
which the writer would have expressed these ideas, thoughts, and feelings
in audible words.

Nor should we forget that the beginner should never be permitted to
read anything involving ideas, thoughts, feelings, or actions not already
within the sphere of his experience. If the ideas, thoughts, feelings and
actions involved in the reading have not been gained by the child's previous
contact with the world, and if he does not understand the spoken words with
which these are expressed, then it should be the teacher' s first care to see that
the child is made familiar with the ideas, thoughts, feelings, and actions
involved and with the audible language for the same. In making explana-
tions the teacher should remember that no explanation can be satis-
factory to the child unless it is made in terms of his experience.

When the teacher is sure that the child is familiar with the ideas,
thoughts, feelings and actions involved and with the oral form of the

24 THE SCHOOL

language in which they are expressed, it remains only to teach the child
to interpret the visible form of the word into the spoken or audible form,
and thus to associate the visible form through the audible or spoken form
with the ideas.

The seeing pupil must be taught, as it were, to see sounds, while the
blind pupil must be taught to recognize familiar sounds through the sense
of touch.

In the Object-word Method the idea is to be gained directly from
the object, and with the idea the child is to associate first the audible
form and through it the visible form of the word.

The principle is correct; but when we get outside the realm of objects,
the method fails; and even within the realm of objects it is frequently
impossible to bring the class and the objects together.

In the Picture-word Method the ideas are gained from pictures,
while in the Action-word Method the ideas, thoughts, feelings, etc.,
are gained from action or dramatization. Unless we can take advantage
of moving pictures or supplement our pictures with apppropriate actions
or dramatizations, the Picture-word Method fails when we get into the
realm of action. But it is capable of a much wider range of application
than the Object-word Method. For, in many instances in which it
would be impossible to bring the objects and the children together,
appropriate pictures may be secured.

Each of the above methods has its advantages; but it also has its
limitations. In teaching foreign pupils or in developing an oral vocabu-
lary they are invaluable. But in teaching a child to read a vocabulary
already familiar to his ears, and representing ideas, thoughts, feelings,
and actions within his experience, the object, the picture, and the action
may be discarded. We then have simply the Word Method. In this
and the previous methods, the teacher gives the child the word as a
whole.

In this way children readily acquire a limited number of words.
But, in so doing, they depend solely upon the memory and develop no
ability to help themselveb with new words. A prominent advocate of
the Word Method, Miss Bradford, says: "We continue to teach words
as wholes for the first five weeks, but as the number of words increases
there is danger of confusion. When the child forgets a word it must
be given to him again. He has no power to recall it except by associ-
ation. Nor has he as yet any ability to help himself with new words.
He is entirely dependent upon others. To overcome this we now intro-
duce phonic analysis".

In the Thought or Sentence Method the teacher either leads the
child to express a complete thought in his own words, or she gives
him a complete sentence (usually taken from some nursery rhyme)

METHODS OF TEACHING READING 25

with which he is supposed to be familiar. This is put on the board (in
visible form), and the pupil is required to repeat from memory the
sentence as a whole until he can identify each written word with its
corresponding oral word by the position it holds in the sentence.

As in the Word Method the burden soon becomes too great for the
memory and phonic analysis is resorted to.

Many educators who use the foregoing methods recognize the strain
they put upon the child; and therefore they insist that, at the end of
the first year, the reading vocabulary of the child should not exceed
two hundred and fifty or three hundred words. If he is taught by The
Lewis Story Method, by the end of three months he should have a
vocabulary much larger than this, and by the end of the first year he
should be able to read practically everything to which he could listen
intelligently. For many pupils taught by this method, a reading vocabu-
lary of one thousand words at the end of the year would be rather small.

The Lewis Story Method embodies, as T. J. Co.\tes, First Rural
School Supervisor of Kentucky, says, "all the good features of the best
modern methods of teaching reading and none of the objectionable
features". But so much emphasis is placed upon phonics that it may
be classed as a phonic method, in which everything is taught through
story, song and play.

Ordinary first grade pupils taught by this method, in less than nine
months have read with pleasure and understanding eight primers, eight
first readers, seven second and two third readers. That they under-
stood what they read was proved by their telling the stories in their
own words after a single silent reading. That they found pleasure in
their reading was proved by the fact that most pupils read more at
home than at school, many pupils completing a book in a single evening.
A class of twelve pupils, not one of whom could speak a word of English
when they entered school in September, after being taught by this
method seven months, could read with ease from any first or second
reader. This is only one of many equally gratifying experiences with
foreign children.

Another important feature of The Lewis Story Method of Teaching
Reading and Spelling is the excellent results secured in spelling. Some
of the first grade pupils who had been in school less than nine months
were used in institute work to demonstrate the results that had been
obtained by the method. To a little Norwegian boy who had been in
school only one hundred and fifty-five days, the teachers and several
college professors without previous warning proposed the following words:
convention, intervention, subtraction, extraction, multiplication, grass-
hopper, apple blossom, butterfly, congratulation, addition. To the
surprise of all present he spelled each word correctly. This boy was one

26 THE SCHOOL

of the better spellers, but not the best. To the delight of all the teachers
he read selections made by them from books belonging to all grades
below the high school.

By the end of the first three months the first grade pupils had mast-
ered for reading purpose more than one thousand words, and by the end
of the year they could write from dictation more than six hundred
words; while at the end of the second year they could spell almost
any word that is not an exception to the rules of spelling, and they could
read with pleasure and understanding many books that are not usually
read until the fifth, sixth or seventh year.

But jar more important than this ability to read and spell was the
pleasure which these pupils found in their work and the habit which they
formed for reading good books.

These results secured by The Lewis Story Method are due to the
nature of the equipment with which the teacher is provided. In The
LewisStory Method Manual, for the first eight weeks of school, the author
has planned twenty units of work (really play-work) involving accurate
ear and eye training, the development of the vocal organs, the building
of more than eight hundred phonic words, the inculcation of politeness
and the lesson that true happiness is found only in service to others.

This work has been so carefully systematized that just one phonic
fact is given at a time and this is presented in perfect harmony with
with the laws of apperception. So definite also are the steps in working
out the problems involved, that many children soon become able to
act as pupil teachers and to render efihcient help in bringing up to grade
the pupils who enter late, or who for other reasons may be retarded.

Through this careful planning much time is saved; for nothing is
taught and then allowed to be forgotten. In each unit some one essen-
tial fact is taught and each day thereafter it is reviewed or used in the
advanced work. But the progress of the child must depend largely
upon the spirit with which he works.

Hence, The Lewis Story Method seeks to make the child happy and
contented, and to keep him so from the moment he enters school until
the end. Through story and play his attention is secured, and all work
is done because it is a real pleasure to him. The teacher's equipment is
made to secure and to hold his attention. Everything has been so
planned that the moment the child is given the first story about the
five happy little fairies, or the busy dwarfs, he is always eager for
the next story.

All rights in this article are reserved by the author.

Teachers and mothers wishing full information about The Lewis
Story Method may get the same free by addressing the author, G. VV.
Lewis, 4707 St. Lawrence Ave., Chicago, 111.

Teaching Material in Government Publications

JOHN BLUE, B.A. )

Provincial Librarian, Edmonton, Alberta

THE material of value to teachers found in government publications
is largely related to the subjects of nature study, geography,
history and civics. Possibly these are the most interesting sub-
jects for the child, and ones upon which he requires the freshest material.
Government publications contain a great store of material along these
lines. Moreover the books are easy to obtain and the various govern-
ment departments are anxious to give the widest publicity to their
reports. Thousands of the blue books, special reports, and other material
sent annually to the newspapers and to friends of members of parlia-
ment, are thrown away and never read. The teacher, as the best trained
man in most communities, is a very proper agent for the dissemination
of this information.

There are two sources of such publications, federal and provincial.
The reports of the federal government are issued yearly in a series that
comprises about fifty volumes and are a complete compendium of the
public transactions of the country. Each of the provinces issues de-
partmental reports and special publications that are highly instructive.

Of course the material available is found in the current reports. Old
reports are out of print and cannot be found except in a few libraries.
All the teacher has to do is to send a card or letter to the department
and the publication will be mailed to him at once.

The government is, in fact, the biggest university in the country.
The departmental staffs are manned by some of the best trained men
in the land who are devoting their lives and talents to the service of
the country; for example. Dr. William Saunders, the discoverer of
Marquis wheat, and the late C. C. James, the father of agricultural
education in Canada. Then there was the late Dr. James Fletcher,
the Dominion Entomologist, who waged an incessant and successful
war against the hostile insect world.

For a teacher in Western Canada, i.e., the prairie provinces, one of
the most instructive of publications is the report of the Department
of the Interior. First one should study the Deputy Minister's report
and get a general summary of the work done in each branch of this
important department of the public service. Then should follow a
study of the administration of Dominion Lands, Immigration, Forestry,
Dominion Parks, Water Powers and Yukon Territory. The statistical
tables are particularly valuable. They give an accurate idea of the

|27|

28 THE SCHOOL

material progress of the country and are an infallible guide in teaching
civics. They indicate over what matters of public policy the Dominion
government exercises control and explain the intricacies of depart-
niental machinery. These statistics show yearly the revenue from
Dominion lands, the number of acres of arable and waste land in the
Northwest, the homestead entries, immigration by nationalities, grants
and sales of Dominion lands to corporations such as the C.P.R. and the
Hudson's Bay Co., annual acreage under field crops, grain production,
elevator capacity, and census of live stock. Such information should
be especially interesting to the live teacher who desires his pupils to
know the conditions necessary to an intelligent knowledge of public
afTairs.

The reports of the superintendent of forestry deal most interestingly
with the principal forest trees of the great wooded belts of the Northwest.
Here the teacher will find first-hand and accurate information respecting
the names of the native trees, especially those varieties that furnish
merchantable timber, besides accurate data on the forest products of
Canada. Such information cannot be found in any school geography.

The reports of the Superintendent of Dominion Parks are an in-
exhaustible source of information on the flora and fauna of the plains
and forests. These beautifully illustrated reports are equal to the best
textbooks on nature study and teach us that Canada's national play-
grounds are equal and in many respects superior to those in the United
States and Europe.

Special Publications.— In addition to the regular departmental
reports, the Department of the Interior issues thousands of maps and
numerous special reports. The maps deal with homesteads, topography,
railways, and a particularly instructive series is the cereal maps indi-
cating by means of coloured circles the grain production per township
throughout Western Canada. The special reports are compiled by
men thoroughly familiar with the resources of the great Northwest
and are calculated to give the fullest and most accurate information
available respecting the vast resources of unexplored Canada. Such
subjects are always topics of absorbing interest to young students, and
ample material is at hand to inspire them with a new vision and love for
our own Canada.

The government maps and reports are the best available and as
accurate and full as can be produced. They are, in fact, the sources
of information for all commercial maps and textbooks of the country,
and far surpass the shallow, second-hand, running comments on Western
Canada of those writers who study it from car windows. A few examples
may be added as follows — Canada's Fertile Northland, issued in 1907;

TEACHING MATERIAL IN GOVERNMENT PUBLICATIONS 29

Reports of Exploration, by J. P. Crean, C.E., issued in 1911; The Un-
exploited West, issued in 1914; The Athabaska Country, issued in 1916.
Tiiese have been distributed in thousands and no doubt any teacher
may obtain them by applying to the Department at Ottawa.

These are merely a few suggestions dealing with the wealth of infor-
mation that is available to every teacher. This department has been
chosen first because it deals particularly with western problems and
conditions.

Agriculture. — ^Teachers throughout the country should keep in
touch with the Department of Agriculture at Ottawa, as well as the
provincial departments of at least their own respective provinces.
The federal department issues regularly a splendid series of bulletins
dealing with every phase of agriculture. These are valuable for the
scientific information contained therein based on the actual experiment
and observation of trained men, and for their practical value in dealing
with the important questions of farm work within the experience of
the children of every rural Public School. It is impossible to give a
list but what could be more interesting to young pupils than the follow-
ing:— Control of cutworms in the prairie provinces, Common garden insects
and their control. Gopher destruction, Trees and shrubs tested in Manitoba,
Saskatchewan and Alberta, Quality in wheat, Hardy apples for the Canadian
Northwest, Cut worms and army worms, Alkali soils.

The report of the Dominion Entomologist is more interesting to
a child than a novel. The work being done by this branch of the Depart-
ment of Agriculture furnishes excellent teaching material in nature
study. For example, the work being done in combatting the ravages
of the Brown Tail moth and the Gipsy moth in Nova Scotia and New
Brunswick by the importation of parasites and predaceous beetles
that prey upon these pests presents a story of ' enthralling interest.
Here is an open door into the mysteries of science that the youngest
child may enter. Then there is the work done in Alberta to destroy
the Red-backed Cut worm, the Wheat-Stem Saw-fly, and the Eelworm,
the latter supposed to be associated with the destruction of winter wheat
in Southern Alberta.

Similar interest is attached to the report of the Botanist, Cerealist,
and Chemist, who are always willing to accommodate enquirers with
their publications.

Fisheries. — -Canada has over 12,000 miles of sea-washed coast
line — 5,000 miles on the Atlantic Coast and 7,000 miles on the Pacific
Coast. In addition, we have 220,000 square miles of fresh water fishing
territory. The annual reports of the Fisheries Department contain
extensive information on the nature of the fishing grounds, methods

30 THE SCHOOL

of catch, and principal varieties of fish. Some of the best scientific
men of Canada are employed in this department and their work con-
stitutes valuable contributions to Canadian zoology. At the present
time, when the cost of living is rising by leaps and bounds, the import-
ance of fish in the diet of the nation should be considered.

R.N.W.M. Police. — ^Many writers have attempted to describe the
work of the Northwest Mounted Police but nothing can take the place
of the reports of the superintendents and inspectors embodied in the
sessional papers of Canada covering the work of this body of men from
their first arrival in the Great Lone Land over thirty years ago. These
reports comprise an accurate history of the development of the country
and include a periodical census of the various inspectorates, accounts
of Indian uprisings, railway expansion, the live stock industry, and thrill-
ing stories of cattle thieves, whiskey traders, and outlaws like Charcoal
and Almighty Voice told in plain English by the men who participated
in the execution of British justice.

Mines. — This department is divided into the Mines and Geological
Survey branches. The publications of these branches represent some
of the most useful and instructive scientific literature printed in Canada.
They include exhaustive reports of field work in geology, paleon-
tology, mineralogy, botany and zoology relating to every province and
district of Canada. A few of the publications relating to Western
Canada are as follows: Coalfields of Manitoba, Saskatchewan and Alberta;
Clay and shale deposits of Western Canada; Bituminous sands of North
Alberta; Geological notes of Sheep River Gas and Oilfield.

Every part of Western Canada has been explored by such eminent
scientists as Dowling, McConnell, Brock, Selwyn, Dawson, Tyrell and
others of equal ability and knowledge. Their work, compiled and
indexed in the regular reports of the branch, is a veritable encyclopaedia
of the natural history of the West.

Naval Science. — -This is a new department of the public service.
It is one of the evidences of our widening interests as a nation. The
report for 1915 contains a splendid account of the Canadian Arctic
expedition under Stefansson including the interesting diary of Captain
Bartlett of the Karluk. This report would be invaluable in impressing
some of the geography work in the higher grades.

Indians. — The sessional papers of Canada contain the text of all the
treatiesmadeby the Government of Canada with the various Indian tribes
The text of these treaties has also been issued in book form under the
title. The Treaties of Canada with the Indians of Manitoba, the Northwest

TEACHING MATERIAL IN GOVERNMENT PUBLICATIONS 31

Territories and Keewatin, Toronto, 1880, but the later treaties are not
included. A very valuable work on the subject of Indians was issued
by the Geographical Board of Canada in 1913 entitled. Handbook of
Indians of Canada and should be in the hands of the teachers throughout
the country.

Archives. — The publications of the Archives department of Canada
reach many volumes. The early volumes are hard to get but there are
two or three that should be in the hands of the teachers of history in the
higher grades. These deal with the constitutional documents of Canada
from 1759 to 1841, in three volumes. There are also two volumes on
Prairie Legislation. ,

Trade and Commerce. — To supplement geography work, the re-
ports of the Department of Trade and Commerce comprise valuable
material. These reports are scattered over the country in tons. The
Weekly Bulletin of the Department containing reports from Canadian
Trade Commissioners and agents in all parts of the world should be
useful to students and teachers alike.

It is impossible to give a list of all government publications. There
remain the reports of the various provincial governments which have
not been referred to at all. The departments of agriculture in all the
provinces issue very useful bulletins dealing with problems peculiar
to each province. These are easily obtainable and should be kept for
reference in all school libraries. The Provincial Library has almosf a
complete set of the publications of Canada and the provinces, issued
within the last ten years, and, if information is desired by any teacher
or student in Alberta, it will be carefully and cheerfully furnished if
possible.

Book Reviews

Defoe's Robinson Crusoe, edi ed by W. P. Trent. 360 pages. Price 60 cents.
Ginn & Co., Boston. Prof. Trent has presented this old favourite in very serviceable
and attractive form for the class-room. A life of Defoe, a history of the book and a
critical estimate of its worth, and fairly full explanatory notes furnish all the aid required
by either teacher or pupil, while 2.5 full-page illustrations add very much to the attrac-
tiveness of the volume. G. M. j.

Scotl's Ivanhoe, edited by William D. Lew's. 597 p?.ges. Price 60 cents. Ginn
& Co., Boston. The editor of this school edition of Ivanhoe has kept both teacher and
pupils in view in preparing his notes and introductory matter. A short biography of
Scott is followed by definite, practical suggestions as to how this masterpiece should be
treated in the class-room. The notes on the text are rather brief, but a full glossary i?
furnished which will be exceedingly useful. There are many small drawings and five
full page pictures. G. M. j.

The Proposed Pension Scheme for Teachers in

Alberta

S. J. DYMOND
Crescent Heights Collegiate Institute, Calgary

AFTER one year given to the study of pension schemes for teachers
and for others the Committee on Pensions, appointed in 1915
by the Alberta Educational Association, was asked to proceed
with the drafting of a scheme suitable to the conditions existing and
likely to continue in the Province. At the Annual Convention of the
Association this year the Committee presented an outline of a scheme
of combined insurance and annuities, which met with the strong approval
of the members. The main features of the suggested scheme are : Equal
contributions will be asked from the teachers and the Government.
With the money so obtained an insurance policy will be taken out for
each teacher, such policy to be commutable at the retiring age to an
annuity for life, or for a term of years; or, if deemed desirable, the in-
surance may be paid to the insured in one sum.

The Committee's studies reveal that the teacher has to face three
hazards: premature death, incapacity through ill health, and old age.
It is the hope of the Committee that protection may be secured for
incapacity, temporary or permanent. Protection, in case of premature
death, for the teacher's dependents would be secured by the insurance,
and for the teacher's advanced years by the annuity.

It may be mentioned that among other options a straight annuity is
provided for in the scheme. Another feature of such a scheme may be
noted — if the scheme be adopted the Government will be asked to
give the same aid to teachers in service who are already insured to
capacity, thus helping them to carry the cost of their insurance.

The promoters of the scheme have been in touch with several insur-
ance companies and have received favourable replies. They beheve
that such a scheme worked through the ordinary insurance channels
will meet the great objections to all pension schemes, since it secures
(1) a sound actuarial basis; (2) a definite indication of the cost to the
Government of the scheme; and (3) it forestalls expensive commissions
to enquire into the working of the scheme through lack of security,
such as New York City has recently had for its various schemes which
were on the verge of bankruptcy.

Is it too much to believe that such a scheme would fulfil the aims
of the Committee?

[32]

BOOK REVIEWS a3

These aims are (1) to attract to and hold in the service the best
types of manhood and womanhood; (2) to increase the tenure of service,
and to make the profession more stable; (3) to give to the te,acher ease
of mind as to his dependents and his future, thus enabling him to devote
himself more zealously to his daily duties; all of which may be summed
up in one great aim — -to improve the education of Alberta's children.
Let Alberta lead in establishing so sound and sure a pension scheme
that she shall show by her enlightened attitude in progressive legislation
her true desire to give to her children the best education.

Book Reviews

H.u' io Teach, by George Drayton Strayer and Naomi Norsworthy. New York
The Macmillan Company, 1917. Pp. vii+294. Price ?1.30. There is an element o
sadness about this book. Dr. Norsworthy, a professor of psychology in Teachers
College, Columbia University, died soon after the completion of her task. Let it be said
at the outset that the book is a fitting memorial to her. The present reviewer has often
pointed out in these columns that not much progress will be made in methods of teaching
unless the changes made are based on a sound psychology. Here is a book that fulfi]s
the conditions. The authors state: "The art of teaching is based primarily upon the
science of psychology. In this book the authors have sought to make clear the principles'
of psychology which are involved in teaching, and to show definitely their application
in the work of the classroom". Teachers looking out for "tips" or "new tricks of the
trade" should not read the book. Those seeking to improve their methods by means
of a deeper understanding of the psychological principles involved can find no better aid.
The chapters deal with "The Work of the Teacher; Original Nature; Attention and
Interest in Teaching; The Formation of Habits; How to Memorise; The Teacher's Use
of Imagination; How Thinking may be stimulated; Appreciation; The Meaning of Plav;
The Significance of Individual Differences; The Development of Moral Social Conduct;
Transfer of Training; Types of Classroom Exercises; How to Study; and Measuring the
Achievements of Children". The last chapter is a valuable one, although, perhaps
at this stage, the reprints of the measuring scales for handwriting, composition, etc.,
are hardly necessary. The book is written in a crisp, non-technical style. It will
abundantly repay a studious perusal by any teacher or studen,t of education. p. s.

Experiments in Educational Psychology, by Daniel Starch. New York. The
Macmillan Company, 1917. Pp. vii-fl83. Price 90 cents. The fact that already
there have been issued six reprints of this book, since its first publication in 1911,
testifies to its usefulness. Some of the experiments are designed for classroom use;
others need a psychological laboratory. But any student will improve his grasp on
psychological problems by working through this series of experiments. The book can
be confidently recommended to all teachers of elementary educational psycholog>';

p. s.

A School Russian Grammar, by E. G. Underwood Blackie & Son, London. Gives
a concise conspectus of the main points in Russian grammar. The lack o. exercises and
vocabularies makes the book unsuitable for teaching purposes. D. E. H.

Standard Russian Copy Books. M. B. Karrachy-Smith. Sampson Low, Marston
& Co., Ltd., London. Useful in teaching the proper formation of the Russian letters.

D. E. H.

Making the Rural School a Community Centre

H. D. AINLAV

Assistant Principal, Queen Alexandra School. Edmonton

I GOT my experience in community centre work as a rural teacher in
Southern Alberta. The school was situated in a homestead district
which had been settled some eight or ten years. The population
was of mixed nationalities and so may be taken as fairly representative.
The nearest railway town, nine miles distant, had formerly been the
only centre of amusement and social activities.

I first organized a club for the winter months with the double pur-
pose of encouraging sociability and of rendering aid to the needy. The
membership grew to be about one hundred ; the initial fee was ten cents.
Social gatherings were held at which collections were taken to raise a
Christmas-tree fund. A business meeting was held once a month.
The roll wa« called and then the first question was, "Are there any in
the district who are ill or in need"? The regular order of business was
"carried out at every meeting. Our funds provided a fine Christmas-
tree which was loaded with good things for the children. Thus were
the winter months provided for.

But the summer was a very difTerent matter. The only amuse-
ments had been a visit to town and an occasional picnic. I felt that
this should be remedied.

After talking to a few of the ratepayers I broached the scheme of
having a half holiday on Saturdays at least twice a month. Some
favoured the idea wliile, of course, others put forward the usual thread-
bare arguments, "It won't work", "The farmers haven't time", or,
"The men won't quit work to go to a picnic". However, a few were
willing to try it.

The first date was set and at 1 p.m. about twenty-five people came
to the school. As there were several rifles and plenty of ammunition, a
shooting match was arranged for men and women. Other games were
started; some of the men had a great opinion of their ability to jump,
throw horse shoes, etc. It is needless to say that the afternoon was
enjoyably spent.

About six o'clock I called a meeting and took up the idea of getting
more sporting equipment. A good collection was taken up for this
purpose, and it was decided to get a baseball and a bat, a croquet outfit
and a tennis set. This would require more than we had funds for,
but one of the men opened up his heart and (what was to better purpose)

134)

RURAL SCHOOL A COMMUNITY CENTRE 35

his purse, and advanced sufficient money to carry out our scheme. The
men agreed to make a bee and prepare a baseball diamond and a tennis
court. This was done before the next picnic.

The second gathering was a surprise to everyone. People came from
several of the adjoining districts and the attendance must have been
about one hundred. The farmers took their teams out of the fields and
gave their hired men the half-day off. Many came to think before the
end of the season that they got as much work done when taking this
half-holiday twice a month as they did before. At any rate the gatherings
were well patronized by the entire community.

It was amusing to see the men in heavy plough boots chase the ball
around in their endeavour to learn to play tennis.' But our court wasn't
easily damaged and everyone had a good time. In some cases the
parents discovered that their boys would now rather go to their own
school than spend the day in town.

These half-holidays were continued until harvest time and then I
felt it was not fair to expect the men to IfeaVe their work when the time
was so short and so much required to be done. But still I was unwilling
that the gatherings should be discontinued and so I suggested that they
be turned into garden parties to start about 7 p.m. This was agreed
upon. A booth was put up and we had icecream, fruit and candy to
sell at cost. Large crowds gathered at these parties which continued
until late in the fall.

In this way not only were the people provided with amusement and
social intercourse but, as a result of this, many of the petty jealousies
and differences which had previously divided them were wiped out.
A feeling of local pride in their comrnunity bound the people together
and led to greater harmony in the district. Hence I feel that the project
of making my school a community centre was well worth while, and
not least among the advantages is the fact that the children when
grown will have happier memories of the little white school house than
they would have had if their only associations with the school had been
of the daily grind at their studies.

Student — Professor, someone is using a crib in your class!

Professor — How do you know, sir?

Student — I looked for it in the library and it was out.

"What is the name of the principal river in Egypt?"

"The Nile."

"That's right. Now you may name the Nile's smaller tributaries.'

"Juveniles."

The Grade X Examinations in Art

■Mi'

THE GRADE X EXAMINATIONS IN ART 37

THE accompanying illustrations represent a selection from the
answer papers in drawing of the Grade X candidates in Alberta
for the 1917 Departmental Examinations. They are intended
to give teachers some idea of what is actually being accomplished along,
this line. The paper itself is printed below and the drawings which
answer the several questions are indicated by number.

PROVINCE OF ALBERTA

HIGH SCHOOL AND UNIVERSITY

MATRICULATION EXAMINATIONS BOARD

Departmental Examinations, 1917

GRADE X.

DRAWING.

Time — Two hours.

Note. — Answer {a) or (b) of questigns 1 and 2 and do not put
more than the answer to one question on one sheet.
Values.

20 1. (a) (1) Draw an historic ornament pattern or typical detail
from memory and indicate the countrylfor the period
from which it is taken. (Nos. 4, 5, 6, 18, 19.)
(2) Compare briefly the work of Corot and Turner or
that of Michelangelo and Raphael.

OR

{b) (1) What is used as a basis of measurement and proportion
in the human figure?
(2) Make a sketch of the human figure showing the general
proportions. (Nos. 1, 2, 3.)

20 2. (a) Group three letters in a pleasing way, as in a monogram,
using Old Roman letters. Render in pen and ink.
(Nos. 15, 16, 17.)

OR

(b) Make a pencil layout for a simple poster announcing a
ball game. Indicate the necessary lettering, the relative
sizes of letters, the spaces between lines of letters and
the style of letters to be used. Tell what medium
you would use and the size the finished poster would
be. It is not necessary to make a complete poster
but make all points clear. (Nos. 7, 8.)

38 THE SCHOOL

20 3. Make a drawing of a chair, table, or box, with special attention
to perspective. Render in pen and ink or water color.
(Nos. 9, 10, 11, 12, 13, 14.)

IX

^^

<« <«

II III

<«

<« <«

Agricultural Howlers from Alberta. Taken from Grade VIII Examination

Papers.

Crop rotation means the rotting of crops from heat and moisture.

Put your farm where there's plenty of air.

Dry farming is land which has to be drained.

Crop rotation is having crops from one end of the farm to the other all the way
around it.

The surface soil may have been formed by the rotation of dead grass.

Russian thistle is introduced into this country by Russian peasants who unknow-
ingly bring them here on their clothes.

For a garden — it should not be in a cool place — but the Tropics of Capricorn and
Cancer is a fairly good place.

In case of a windbreak I would put the cattle away and put something over the
garden stuff, so as they may not be broken, and close the house and windows.

The surface soil was formed on this homestead by the nebular theory.

The wild oats are carried a little by the wind, but mostly by men pulling it up and
carrying it along absentmindedly.

Livestock should be raised on a farm so they could get plenty of exercise.

To kill Russian thistle pull off the blossom and put kerosene on end of stalk.

Several boys were trying an examination for entrance to the University of Toronto
Schools. On the paper in arithmetic was this problem: A quantity of hay, weighing
37 t. 16 cwt. 87 lbs., is to be drawn away by 12 teamsters. How much will each team-
ster haul? At the close of the examination, one boy came up to the master's desk.
"Sir", said he, "I couldn't get that seventh problem. It has to be reduced to team-
sters and we never took the table of teamsters".

Nature Study for September

PROFESSOR G. A. CORNISH, B.A.,
Facility of Education, University oi Toronto.

MUSHROOMS OR TOADSTOOLS.

Introductory. — A volume has just been issued by the British
Government and distributed broadca,st throughout all rural districts.
It is entitled The Wild Foods of Great Britain. In this volume are
described over two hundred different kinds of plants and animals that
make excellent food and are largely used in continental countries, and
yet are to only a very small extent utilized in Britain. Almost all of
these plants and animals are just as abundant in Canada as in Britain,
and are used for food to a still smaller extent here than there.

One kind of plant whose value is strongly emphasized is the mush-
room or toadstool (there is no difference in their significance). Many
tons of these go to waste In the fields and forests of every county of
the Dominion, and that in spite of the fact that as food they are whole-
some and toothsome — in fact a delicacy for which the wealthy are
willing to pay large prices.

The reason why mushrooms or toadstools are not more generally used
is that several kinds are poisonous and, for that reason, most people
think that the only safe way is to avoid them all. The fact is that there
are probably not more than a dozen that are poisonous, while those
edible and pleasant to the taste can be counted by the thousands. As
no rule can be given by which the poisonous can be distinguished from
the edible, the only safe way is to eat none of which you have not actually
learned the name.

As all are interested in the economizing of food at this critical period,
and as much can be done by the teacher to spread proper ideas of thrift
and economy, it is a suitable time to give the pupils their first nature
study lesson on mushrooms or toadstools. If the teacher can arouse
interest in these despised plants, it is quite possible that at least one or
two in the school may wish to learn the names of some of the common
fungi, and if a suitable volume is put in the school library, a permanent
interest may be developed in these plants.

The Mushroom Plant. — The real mushroom plant is almost never
seen by any but the botanist. That part which is ordinarily called the
mushroom is merely an incident in its life. The plant itself grows en-
tirely underground. It consists, not of stem and leaves, but of a net-
work of thin white fibres like a mass of white cobwebs forming a tangle

1391

40 THE SCHOOL

in the rich soil of woods, in decaying tree-trunks, or in other organic
matter. If one scrapes aside the mass of decaying leaves in a wood,
a network of fibres will be seen. This is the plant itself. These are the
parts of the plant that receive the food and cause all growth and develop-
ment. Hence this plant is a shapeless thing without form or organs and
a single individual may spread over a considerable area and to some
depth. Such a structure in this plant is eminently adapted to the life
it lives. Its main purpose is the absorption of nourishment in order that
the plant may grow. Every fibre of the network is a little tube the outer
surface of which is in contact with the decaying organic matter from
which the food is absorbed. In order to absorb much food it requires a
large surface of contact with the soil. In no way could this be accom-
plished so completely as by means of a network of capillary tubes, and
as a single plant covers a considerable area, it can draw nourishment
from many cubic feet of soil at the same time. As it lives entirely under-
ground, green colouring matter would be quite useless and hence is
lacking. While green plants manufacture their starchy food in the
leaves and other green parts under the stimulus of sunlight, the mush-
room depends on other decaying plants for its starch and can live as
readily in a dark cellar as in the bright sunlight — in fact it can make no
use of the sunlight.

The Reproductive Organs. — ^All have been surprised at the sudden
appearance over night of a fully developed patch of mushroqms or
toadstools, and we wonder at the sudden growth. But our wonder is
due to our ignorance of that far-spread network that we have just
described. When we think of all those millions of little tubes sucking
up nourishment from the soil for yards around and directing the whole
current of that food supply to build up the patch of mushrooms, the
mystery of the rapid growth becomes intelligible.

The Cap or Pileus. — The umbrella-shaped structures were said to
be merely an incident of the life of the plant. That is true. But it is a
very important incident, for these are the reproductive structures.
Each consists of a stem and a cap. These caps are exceedingly interest-
ing and varied in shape and colour. Some of them are very beautiful.
They pass through all shades of colour from the most immaculate white,
through yellows, browns, reds, and blues, to dirty black. Their flesh is
of various colours. Some are a beautiful blqe, others red, others show a
transition of colours, when broken, as varied as the changing tints of a
chameleon. When the flesh of some is broken a milky juice exudes.

The Gills. — ^All of the caps on the under surface have a number of
gills radiating from the margin to the stem. These gills are very im-

NATURE STUDY FOR SEPTEMBER 41

portant for their surface is covered with little oval masses called spores.
This can readily be shown by cutting the stem off and placing the cap
with the gills downward on a sheet of white paper. The cap is then
covered by a tumbler or cup. After twenty-four hours, if the cup is
removed, a beautiful spore print is left on the paper. It consists of
radiating lines, one under each gill. These lines are caused by the
spores dropping from the gills to the paper and accumulating there.
One of the most interesting observations is made by placing a number
of caps of different toadstools on papers in order to get their prints.
When the caps are removed there on the papers are the circles of radiat-
ing lines of different colours. Some are white, some black, some red,
brown, yellow, or purple. The colour of the spore print tells the colour
of the spores. The first fact to be found about any toadstool in order
to identify it is the colour of its spores.

The spores as they fall out of the plant are scattered widely by the
wind. Moreover, as the fungus is eaten by many insects and snails,
the spores adhere to their bodies and are carried long distances in this
way also. When they fall in a suitable place the spores grow to form a
new plant. Thus we see that while it is of great importance that the
plant should be underground in order to get nutrition, and it would be
of no value to have any of it above ground as in the green plants, on
the other hand it is of outstanding importance that the reproductive
Darts should rise above the ground in order that the spores may be
scattered.

Practical work by the pupils. — Let the pupils gather as many
different kinds of toadstools as possible, cut off the caps and make
spore prints of them. Let some of the plants be examined in school in
order that the pupils may see the stem, cap, and gills. If a microscope
is available, let the spores on a spore print be examined. Endeavour to
obtain plants with spores of different colours such as white, brown,
rusty, purple, and black. Have the pupils examine the ground under
dead leaves in the woods and in decaying logs for the network of fibres.
Secure for the school library The Mushroom Book or Atkinson's Mush-
rooms, Edible and Poisonous, and let the pupils try to identify any
specimens they may find by comparing them with the pictures in these
volumes.

The question was ''VV'rite a brief account of the life of Robert Walpole." The
answer received began — "Robert Walpole was England's first Prime Minister. He
had to do as Parliament wanted him to do, or they would dissolve him and put him
out of powder." — A Toronto Public School.

The June Competition in Art

OWING, no doubt, to the pressure of the approaching mid-summer
examinations there was a marked falHng off in the number of
competitors for this month. Many of the drawings were not
up to the standard attained in preceding competitions. Some of the
work was quite untidy, and some could lay no claim to originality.
Very many of those who attained honourable mention did neat, original
work, and, if they persevere, will be found among the prize-winners in
succeeding competitions.

The Prize winners are as follows: —

A. Forms I and II.

First Prize — ^Marie Johnston, Ryerson Public School, Owen Sound.

Teacher, Miss Helen Shaw.
Second Prize — Ernest Belanger, St. Ignatius School, Steelton.

Teacher, Sr. Leontine Marie.
Third Prize — Andrew McNabb, Dufferin School, Owen Sound.

Teacher, Miss A. Dobie.

Honourable Mention for Merit — Marguerite Downing, Gertie Hooey, Jessie Duvell
Evelyn Lee, Anna McDonagh, Georgie Cunningham, Gladys Arthur, Clayton Taylor,
Harding Middleboro, Morrison Reid, Harold Allen, Mossie Horton, Robert Skinner,
Cora Stewart, Margery Hawke, Ida Baird, Harold Manning, Jean McGill, Jennie
McAllister, Dufferin School, Owen Sound. Florette Lafleur, Frederic Bonneau, St.
Ignatius School, Steelton. Ethel Bowerman, Mary Fenlon, Jack Wing, Rhoda Best,
Reggie Parker, Jack Davis, Ruby Ramsay, Jennie Parks, Mildred Thomson, John Moon,
Helen Batcheller, Ward Agnew, Ryerson School, Owen Sound. Flora Boires, Aline
Bounet, Florence Mercier, Beatrice Ravary, Noella Ducheneau, Cecile Sauve, Oriza
Filion, Olivine Laviolette, Laurengo Thimens, Marie Rose Ladouceur, Mary Ladouceur,
Sacred Heart Academy, Vankleek Hill. John Jay, Bella MacKee, Iris Faiers, Dorothy
Campbell, The George Syme School, Runnymede.

B. Forms III and IV.

First Prize — M. Kindree, Ryerson Public School, Owen Sound.

Teacher, W. Douglass.
Second Prize — Juanita Le Barre, Oakville Public School. Teacher,

E. A. Common.
Third Prize — Jean McDonald, Ryerson Public School, Owen Sound.

Teacher, W. Douglass.

Honourable Mention for Merit — V'iolajBroad, Cathedral School, Hamilton. John
Kurdziel, Victoria Huda, St. Ann's School, Hamilton. Vivian Campbell, Frank M.
Adams, Jean Pringle, Ryerson School, Owen Sound. Francis Deane, Oak\ille Public
School.

[42]

BOOK REVIEWS 43

C. Lower School.

First Prize — Margaret Kennedy, Cathedral School, Hamilton.

Teacher, Sr. M. Inez.
Second Prize — Keitha Batchelor, Leamington High School. Teacher,

Miss L. M. McGinn.
Third Prize — Margaret H. Althouse, Winona Continuation School.

Teacher, Miss L. M. Van Duzer.
Honourable Mention for Merit — Alberta E. Osterhout, Elizabeth Cole, Leamington
High School. Loretta Gibbons, Jean McDonald, Sadie Calder, Ida Armstrong, Marian
Farrow, Fergus High School. Margery Sadlier, Elva Matthews, Margaret Healey,
Amy Newton, Donald McNeil, Strathroy Collegiate Institute. Orlin Misener, Jessie
Broion, Ridgeway Continuation School. Francis Burden, Mary Ryan, Cathedral
School, St. Joseph's Convent, Hamilton.

D. Middle School.

First Prize — Jessie Noland, Barrie Collegiate Institute. Teacher,
Miss I. K. Cowan.

Book Reviews

The Ontario High School Chemistry, by George .\. Cornish, B.-'X., Professor of Science,
Faculty of Education, University of Toronto; assisted by .\rthur Smith, B.A., Instructor
in Chemistry, Central Technical School, Toronto. Pages v+297. Illustrated. Cloth,
.50 cents. The Macmillans in Canada, Toronto. At last the science teachers of the
province have an authorized chemistry te.xt adequate to their needs. We do not know
where we could find in the space occupied by this text so much matter pertaining to the
curriculum, so clearly and tersely told. The outstanding feature of the book is its
masterly presentation of the fundamental principles and laws. Original tables and
diagrams (as in the laws of combination) present to the students in a lucid manner topics
of real difficulty. Very properly a large space has been devoted to these. Some excellent
features of this book are: (1) Excerpts from the great chemists introducing many topics;
(2) Fifty-seven splendid illustrations and diagrams on a scale so large that minute details
are not lacking in clearness; (3) An introduction to the subject through the topic of com-
bustion, the most rational and interesting way to start a beginner; (4) The commercial
preparations of those substances that are important industrially and best described by
the aid of clear sectional diagrams (with one possible exception — -the chamber process
for the manufacture of sulphuric acid); (.5) .^n extensive list of valuable questions con-
cluding each chapter, a very valuable help to a busy teacher; (6) The portraits, bio-
graphies, and historical references to the great pioneers vitalizing the subject. The
book, we feel sure, will receive a hearty welcome from the profession. H. A. G.

The Teacher's l^ook of Nature Study, published by Evans Brothers, London, England.
269 pages. Price 3j. &d. net. A series of forty subjects are selected for nature study
lessons. These are selected from all the realms of Nature, and they are invariably
common objects than can easily be obtained for use in the school. Moreover, they are
treated in a very interesting manner that should be very helpful to the teacher. The
volume can be recommended unreservedly to the teachers of Canada. g. a. c.

The New Civics

G. M. JONES, B.A.

Faculty of Education, University of Toronto

FOR years there has been a lively discussion of the aims and content
of civics. The conviction has grown that the older presentation
of the subject was not interesting the pupils, and was doing very
little to train up public-spirited, progressive citizens. Attention was
given almost exclusively to the machinery of government. Immature
boys and girls who knew little about the management of the city or
village in which they lived were asked to learn from text-books a great
mass of details about Provincial, Dominion and Imperial governments.
They were not interested, chiefly because much of the matter was beyond
their comprehension. If anyone doubts this, let him remember how
very difficult it is to get a First Form High School Class to understand
what is meant by responsible government.

Progressive teachers began some time ago to interest their students
in the community in which they lived and to make them feel that they
were not so much onlookers, or students, as citizens. Boys and girls
learned about the officials of the city or town and their duties, and began
to study the civic problems of the community, to discover not only how
the municipal government was run, but whether it was run well, and
whether any improvement could be made. In short, they were trained
to think and act as citizens, even if they were still immature. To the
subject presented in this way the name "community civics" was given.
As the name needs explanation, let me quote from a short article by
Mr. A. W. Dunn, in "The History Teacher's Magazine" of February

1915.

Community civics does not mean local civics merely. There is some confusion about
this. Some seem to fear that community civics will displace an adequate consideration
of the national and state governments. Sometimes there is talk about community
civics in one grade and national civics in another. This is a misapprehension of the
s'gnificance of the term.

It is true that community civics lays emphasis U(X)n the local community because
(1) it is the community with which every citizen, especially the child, comes into most
intimate relations, and which is always in the foreground of experience; (2) it is easier
for the child (as for any citizen) to realize his membership in the local community, to
feel a sense of personal responsibility for it, to enter into actual co-operation with it
than is the case with the national community.

But our nation and our state are communities, as well as our city or village, and the
child is a citizen of the larger as of the smaller community. The significance of the term
"community civics" does not lie in its geographical implications, but in its implication

[441

THE NEW CIVICS 45

of community relations, of a community of interests, of community co-operation through
government, and so on. It is possible even to study one's own town without having
the point of viewer the spirit of community civics. It is a question of point of view and
of attitude. And "community civics" applies this point of view and this attitude to the
study of the national community as well as to the study of the local community.

This new definition of civics lias led individual educationists and
educational associations to survey the whole field, and to construct
new courses of study in civics for elementary and secondary schools.
Two recent reports on the subject are of special interest. The one was
drawn up by a committee of the National Educational Association of
the United States,* and the other by a committee of the American
Political Science Association;! both are the result of thorough investi-
gation. These reports assume that in the upper classes of the Public
School the child will be given an elementary idea of his relation to the
community and of the organization and functions of government, but
they postpone the more formal, systematic treatment of civics till the
High School period. Then community civics is made an important part
of the work of the first or second year. Some idea of the scope of the
subject may be had from the following excerpts made from the report
of the Committee of the American Political Science Association.

Topic I — ^Health — Community methods and agencies: To secure Pure Air, Pure
Water, Pure Food. For Exercise, for Cleanliness. To avoid Contagion, to restrict the
use of Drugs.

Topic II — Protection of Life and Property — Agencies for the protection of life
and property such as: Police, Courts, Legal Aid Societies. Militia, State Constabulary.
Army, Navy. Patents and Copyrights.

Topic III — Recreation — Recreation agencies and the community control of them.
Such as the following may be discussed: Playgrounds, athletic fields and gymnasiums;
Public baths, recreation piers and dance halls; Concerts, theatres and moving pictures;
Botanical and zoological gardens, libraries, museums and art galleries; Fish and game
protection and national parks.

Toplts IV to XI, each with its appropriate subdivisions, are as follows: Education,
civic beauty, communication, transportation, migration, wealth, charities, correction.

Topic XII — Note the following, among others. Direct self-government: The town
meeting; National and state constitutions as representing the direct will of the people;
Recent development of the initiative, referendum and recall.

Representative self-government: Reasons for; Methods of representation, Propor-
tional representation.

Division of governing powers: Local, state, national; Reasons for such division;
Relations between state and local, between state and national.

Separation of powers: Legislative, executive, judicial; Reasons for; Degrees of
separation in national, state, county, and city governments; Checks and balances.

Selection of representatives: The suffrage; Nominations; Conventions; Direct
primaries; Preferential primaries; Elections; Party systems; Short ballot.

The civil service, civil service reform.

♦Bulletins No. 23, 1915 and No. 28. 1916, U.S. Bureau of Education, Washington, D.C. Price 10
cents each.

t The Teaching of Government, A Report to the American Political Science Association, The Mac-
millan Co. of Canada. Price II. 10.

46 THE SCHOOL

Machine politics.

Topics XI II to XV are: General organization of government, county, city, state,
national ; How government agencies are financed ; How voluntary agencies are conducted
and financed.

For senior High School classes the Committee of the American Politi-
cal Science Association would prescribe a rather elaborate study of state
and national government; but the Committee of ^ the National Educa-
tional Association, realizing that neither political Science, not economics
nor sociology ought to be taught as a science in the High School, pro-
poses that "concrete problems of vital importance to society and of
immediate interest to the pupils" should be taken up. The problem of
immigration is taken as an example, and the following outline is suggested
for its treatment.

Economic relations of immigration: Labour supply and other industrial problems (on
the side of "production"); standards of living, not only of the immigrants, but also of
native Americans as affected by immigration (on the side of "consumption"); relation
to the problem of land tenure in the United States.

Sociological relations of immigration: Movements and distribution of population;
congestion in cities, etc.; assimilation of immigrant population; admixture of races;
vital statistics, health problems, etc.; educational and religious problems involved; social
contributions of immigrants; art, science, ethics.

Political and governmental relations of immigration: Political contributions of immi-
grants; art, science, ethics; herited political conceptions with those of the country of their
adoption; naturalization, its methods, abuses, etc.; the courts in the light of the processes
of naturalization; administration of immigration laws; defects and inconsistencies in the
methods of our Government as shown in legislation regarding immigrants and in the
administration of the laws; problems of municipal government arising from or compli-
cated by immigration.

Some reader may at once object, first, that the courses suggested are
far too pretentious and advanced for High School classes, and secondly,
that we call never find time to do so much work in civics, since our
Canadian curricula are already overcrowded. If the courses are too
advanced, too full, they can be easily modified to suit the ordinary High
School class, and can, moreover, be made to suit the particular locality
where they are used. The second objection is not a vital one. If some
such courses in civics are necessary for the education of our boys and
girls for citizenship, time for them must be found even at the sacrifice
of less important subjects. Never in the history of the world was the
education of the average citizen so important. Democratic government
has been established in many of the leading countries of the world, and
we believe it is destined to become universal, partly as a result of this
war. The common people will ultimately control the destinies of this
world. It is supremely important, therefore, that the average boy and
girl should receive just as adequate a training for citizenship as the
schools can give them.

Diary of the War

(Continued from the June number).

APRIL, 1917.

April 1. British rontinue their advance towards St. Quentin; Savy, Epehy and
Peizieres villages taken. French progress between the Ailette and Laon
road. Russians under General Baratoff pass through the Paitak Pass
and reach within 18 miles of Kasr-i-Shirin. In East Africa a small mounted
force of the enemy is rounded up near Lake Eyassi, 140 miles west of
Kilimanjaro.

April 2. President Wilson asks Congress to declare that a state of war exists between
the LInited States and Germany. Between Bapaume and Arras British
forces advance on a 10 mile front. Francilly-Selency, Selency, Holmon,
Doignies and Croisilles taken. British and Russian forces meet on the
left bank of the Diala. American armed liner Az'.ec torpedoed off the
French Coast.

.■\pril 3. Russians badly beaten when the Germans win a bridgehead at Tolby on the
Stocked; 10,000 prisoners. British attack south-east of Arras; Henin-
sur-Cojeul taken, also Maissemy further south. French drive between
La Fere and St. Quentin; villages of Dallon, Ginecourt and Cerisy taken.

.•\pril 4. British capture Metz-en-Couture, south of Havrincourt Wood. On the
road to St. Quentin, French forces reach the northeastern suburbs of
Dallon. Russians occupy Khanikin. War resolution passes the .'\merican
Senate. Brazilian steamer Parana torpedoed and sunk, 13 lives lost.

-April 5. United States at War -with Germany. She seizes gi German ships interned in
her harbours. Great air battles in France. British advance between
Cambrai and St. Quentin; three more villages taken. Hostile aeroplane
drops bombs in Kent; no casualties.

-April 6. British lose 28 machines and the Germans lose 46 in two days' air fighting.
Germans bombard Rheims.

.April 7. Cuba declares war on Germany. Two German destroyers torpedoed ofT
Zeebrugge; one sunk. British two miles from St. Quentin; ground gained
on a .3,000-yard front.

-April 8. Summer time comes into operation in the British Isles. Fighting in Meso-
potamia on the line Garfa-Deli -Abbas; left bank of the Shatt-el-Adhaim
captured and Belad Station on the Bagdad-Samarra railway occupied.
-Austria-Hungary breaks off relations with the United States; Panama
enters the war and decides to assist the United Slates in defence of the
Panama Canal.

April 9. Opening of the great British offensive east of Arras. Canadians capture the
Vimy Ridge. British forces penetrate to 3,000 yards depth on a front of
12 miles. Many villages and Q,ooo prisoners taken. Progress made at
other points further to the south. General Maude occupies Harbe, four
miles north of Belad. Brazil breaks off diplomatic relations with Germany.

.April 10. British advance continues all along the line. Farbus and Fampoux taken
and outskirts of Monchy-le-Preux reached. Prisoners to date over
11,(X)0. Hospital ship .S'a/to mined in the Channel; 52 persons missing.
147]

48 THE SCHOOL

April 11. British capture Monchy-le-Preux, but fail to hold positions captured near

Bullecourt. French resume advance north of Soissons. Activity in

' Champagne and ii\ the Woeuvre. Turks defeated by British near Deltawa.

April 12. British capture two important positions aStride the River Souchez. With
the aid of "tanks" they storm Wancourt and Heninel, south of the
Scarpe.

April 13. Southeast of Arras the British get astride the Hindenburg Line. The
villages of Bailleul, Willerval, Petit Vimy, Vimy, Givenchy-en-Gohelle
captured. Prisoners now total 13,000. French attack on a five-mile
front south of St. Quentin. Explosion occurs at a shell factory in Pennsyl-
vania; nearly 200 lives lost.

April 14. British capture Lievin, a suburb of Lens. Gricourt near to St. Quentin also
captured. Freiburg bombarded by British and French aeroplanes as a
reprisal for attacks on British hospital ships.

April 15. Austria endeavours to conclude a separate peace with Russia. German counter-
attack fails except at Lagnicourt, where they gain British trenches for a
short time. Violent artillery bombardment along the Aisne and in
Champagne.

April 16. French open a new offensive between Soissons and Rheims; many positions
carried and 10,000 prisoners taken. Food strikes in Berlin. General Maude
within 15 miles of Samarra.

April 17. French extend their attack to Western Champagne. They advance on a
seven mile front from Prunay, carrying the heights south of MoronviUers;
3,500 more prisoners. British advance north of the Wadi Ghuzzeh on
the way to Gaza, capturing advanced Turkish positions on a front of
61 miles. British hospital ships Donegal and Lanfranc torpedoed without
warning; 74 lives lost, including 16 Germans. General Maude forces
passage of Shatt-el-Adhaim, below Samarra. ,

April 18. French make notable gains north of the Aisne towards Laon and capture
Nanteuil, 1,300 prisoners. British capture Villers-Guislain, 12 m.les
south of Cambrai. They also progress towards Lens in the Loos sector.
General Maude drives the 18th Turkish Army Corps from a position
covering Istabulat station; 1,217 prisoners.

April 19. French push on towards Laon. Laffaux and Conde Fort taken, also Jony
and Aizy. Progress made southwest of MoronviUers.

April 20. Six German destroyers attempt a raid on Dover; two sunk, rest driven off by two
British destroyers Swift and Broke. In this engagem nt vessels were boarded
and hand-to-hand fighting took place; 118 prisoners. French cross the
Chemin-des-Dames, the road on the hilltops north of he Aisne; 19,000
prisoners to date. British capture Gonnelieu, a village 8 miles southwest
of Cambrai.

April 21. British airship lost at seji. British push ahead slightly from Fampoux
towards Lens. French progress north of Sancy between the Aisne and
the Chemin-des-Dames. Istabulat evacuated by the Turks; General
Maude attacks their new positions six miles further north towards Sa-
marra.

April 22. A German counter-attack in the MoronviUers region defeated by the French.
British progress east of Havrincourt Wood; part of Trescault village
taken.

DIARY OF THE WAR 49

April 23. British deliver an attack on a 12,000 yard front on both sides of the Scarpe.
They take Guemappe and Gavrelle and 2,000 prisoners. Further south
the St. Quentin Canal is reached near Vendbuille. Heavy fight.ng on
the Craonne Ridge. General Maude defeats the Turks on the Tigris
and occupies Samarra. Three British seaplanes attack five German
destroyers off the Belgian coast; one believed sunk.

April 24. British make an attack in Macedonia and gain a partial success. Further
British advance between the Sensee River and Monchy; Bilhem, north-
east of Trescault, carried. Great German losses in counter attack before
Gavrelle Turkish troops retreat to Jebel Hamrin in consequence of an
attack by the British on the right bank of ihe Shatt-el-Adhaim.

April 25. German destroyers bombard Dunkirk and sink a French torpedo-boat.
British advance on the Doiran front, north of Salonika.

April 26. German counter-attack before Gavrelle defeated with sanguinary losses. British
push forward on each side of the Scarpe between Roeux and Gavrelle.
German destroyers bombard Ramsgate; 5 casualties. German counter-
attack on the Chemin-des- Dames repulsed.

April 27. Mr. Lloyd George receives the freedom of the City of London.

April 28. Herr Helfferich claims over l,6oo'ooo tons of shipping, of which over 1,000,000
are British, sunk in the first two months of unlimi'ed U-Boat warfare. British
attack the German line north of the Scarpe, capturmg over two miles
of enemy positions and the village of Arleux. French take 20,y8o prisoners
from April iQth to date.

April 29. British capture another mile of positions south of Oppy. General Petain
appointed Chief of Staff to General Nivelle.

April 30. British improve their new positions south of the Scarpe between the river
and Monchy. French make a successful attack on a restricted front in
Champagne advancing on both sides of Mont Cornillet.

An incident in the life of the father of the late Sir John Boyd is related by Mr. T.
G. Mason of Toronto: "Mr. Boyd, who conducted the Toronto Academy on the west
side of Bay street, south of King, on the site more recently occupied by the old National
Club, was one day during school hours approached by the boys of his class with a petition
written on a slate asking for a half holiday. The teacher read it, and, turning to the
class, said: "No, no."

"A pupil rose immediately and said: 'Sir, I understand two negatives in the same
sentence are equal to an affirmative.'

"Mr. Boyd, seeing the point, again turned to the class and said the holiday would
be granted."

Five-year-old Herbert, scion of a bookish family, had learned to read so early and
so readily that his first glimpses of story-land were growing hazy in his memory. One
day he confided to his mother: " Ruthie showed me her new book to-day, and it's the
queerest thing you ever saw! Why, it just says, ' Is it a dog? It is a dog. Can the dog
run?' and a lot of things like that! 'Course I was too polite to say so, but it didn't seem
to me the style was a bit juicy."

Teacher: " Do you know the population of New York? "

Mamie Backrow: "Not all of them, ma'am; but, then, we've only lived here two
years." — Puck.

The Meaning of Some Common or Popular
Plant=Names

A. E. ATTWOOD, M.A.
Principal, Osgoode St. School, Ottawa

A COMMON plant-name like a poet, and unlike the corresponding
scientific name, is nascitur, non fit; born, not made. The ad-
vantage of the scientific name, in addition to that of indicating
relationship, is that it does not mislead. The popular name is frequently
ciuite misleading. The dog's tooth violet is a lily and, not a violet;
knot grass is not grass, neither is blue-eyed grass; the mountain ash is
related to the apple and not to the ash ; our primrose is not a rose nor
is it a prime or first plant to bloom. A calla lily is not a lily nor is prince's
pine a pine.

On the other hand a great many common plant-names are so nearly
synonymous with the corresponding scientific names that one seems to
be practically a translation of the other. For example: sunflower and
helianthus; horsetail and equisetum; goat's-beard and tragopogon; water-
leaf and hydrophyllum; bloodroot and sangtiinaria; buckwheat {i.e.,
beechwheat) and fagopyrum; bittersweet and dulcamara; cranesbill and
geranium.

In many cases, the common name so wejl harmonizes with the plant
that the name requires no explanation: it is, in fact, self-explanatory.
The following are examples: starflower, wintergreen, morning-glory,
monkshood, moccasin flower, twinflower.

It is the aim of the writer to deal with plant-names whose meaning
is more or less obscure and in some cases he will borrow light from
sources quite unbotanical in order to co-ordinate as well as illuminate.
Perhaps the distinguishing characteristic of a "horse-laugh" is its
strength and coarseness; these characteristics are found in the plants
named, horse-radish, horse-mint, and horse-balm. The name "bull-
frog" indicates, not sex, but size, a large frog; a bull-thistle is a large
thistle and a bulrush, a large rush. "Dog-latin" is degraded Latin; so
in popular botanical terminology "dog" signifies degraded, contemptible;
the dog-violet has no perfume;, the dog-berry is useless for eating and
dog-wood is useless as a wood. "Toady" in popular language signifies
sycophantic, ungenuine; in compound plant-names toad signifies false,
spurious; toad-flax is false flax. A sow-thistle is a milky thistle. From
the colloquial compounds "hog-town" and "road-hog" it is correctly
inferred that hog-weed is a greedy or grasping plant.

150]

THE MEANING OF SOME POPULAR PLANT-NAMES 51

In other plant-names compounded with animal names the significa-
tion is more literal. Catnip is a cat mint, a plant for which the genus
felis has an inordinate fondness. A horse-chestnut is a tree whose
leaf-stalks leave scars resembling the print of a horse's hoof. Coltsfoot
is so named from the shape of its leaves. The hind-quarter of a lamb is
shaped like the leaf of lamb's quarters: perhaps the white wool-like bloom
over the plant also suggests lamb. For pigweed and chickweed, pigs
and chickens have respectively a great fondness, and geese will greedily
eat goose-grass. Skunk cabbage reminds us that comparisons are
odorous. Catkin, the diminutive of cat, is synonymous with kitten or
"pussy". Indian as a qualifying word signifies savage, uncultivated,
e.g., Indian -turnip, Indian cucumber-root, Indian tobacco, Indian hemp.
When we say that " a cat has nine lives" we imply that it has several
lives. "A nine days' wonder" is one lasting several days. Ninebark is
a shrub with seVeral layers of bark showing.

Corn is a general name for the chief grain of a country. In England
corn is wheat; in Scotland it is oats; in Germany Korn is rye; in America
com is corn, that is maize. An acorn is an oak-corn or oak-grain. A
corn flower is any flowering plant growing in grain fields; corn-cockle is
a cockle or tares that associates itself with fields of grain. Kernel is
diminutive of corn and thus signifies a small grain or a single grain.
"Except a corn of wheat fall into the ground and die, it abideth alone"
(John X, 11, 24) is, in the Revised Version, rendered, "Except a grain
of wheat, etc". Kernel would have been a more literal though less
idiomatic substitute for corn.

The words white and wheat have the same Anglo-Saxon root. This
harmonizes with the fact that white bread is always wheat bread.
Buckwheat is literally beech or beech-nut wheat, the grain of which
has three corners like a beech-nut.

A butter-nut is an oily nut. A peanut is a nut-like fruit produced
by a genus of the pea family: the synonym, ground-nut, is more descrip-
tive and reminds one of pomrhe-de-lerre. Walnut is not related e'tymo-
logically to wall but to Welsh; a Welshman is literally a stranger or
foreigner and a walnut is literally a strange nut.

Chestnut is not connected etymologically with chest, but is derived
from Castana, in Thessaly, where the tree grew in abundance. The
generic name of chestnut is Castanea. The currant gets its name from
Corinth, whence the fruit is obtained. It might be here remarked that
the dried currants are small seedless raisins which have no botanical
relationship to the currants which we pick from bushes in our gardens.

Many plant-names are compounded with the Anglo-Saxon wort
which means plant or herb. Liverwort is a liver-like plant and lungwort
has mottled, lung-like leaves. Motherwort was once used as the source

52 THE SCHOOL

of a domestic, or mother, medicine. Feverwort and feverfew also indi-
cate medicinal functions. Toothwort (dentaria) was not used as a
cure for toothache but was so named from its toothed rootstalk. Orchard
is a corruption of wort-yard.

A weed has been defined as "a plant in the wrong place". This
statement certainly does not apply to duckweed which is always found
floating on the water. Fireweeds are abundant in recent clearings
after being burnt over. Joe Pye weed was used by Joe Pye, an Indian
medicine-man, in making decoctions for treating various maladies.
A member of the same genus, boneset, was evidently named from sup-
posed virtues in warding off "break-bone fever" or in the setting of
a broken bone. Clearweed has a watery translucent stem. Bindweed
binds by twining around objects over which it climbs.

The appropriateness of the derivation of radish from radix, a root,
and of cabbage from caput, the head, can be readily appreciated. Cauli-
flower, like its French equivalent, chou-fleur, is literally cabbage flower.
It is interesting to note that here is an instance of agreement between
etymological and botanical relationships as the cabbage and the cauli-
flower belong to the same genus (brassica).

An unbotanical poet in describing a southern country scene depicts
a labourer as "picking the apple from the pine". Now the pine apple
is not an apple nor does it grow on the pine, but the popular name in
this case actually indicates the morphological similarity between the
fruit or cone of the pine and the pine apple: each fruit is the product
of a cluster of flowers and is called a multiple fruit. A pomegranate is
pomum granatum, i.e., an apple with many grains or seeds. A name
of the opposite signification will be required on the advent of the seedless
apple.

A crab-apple is, literally, a sour apple, or one having a characteristic
resembling that of a crabbed person. Witch is a name applied to a
freaky or abnormal person. What is unusual in the witch-hazel, that
it should be so named? It blooms in the autumn after shedding its
leaves and while the fruit is still on the tree or shrub. The fruit from
the autumn blossoms is not matured till the following summer. The
uncanny manner in which the witch-hazel discharges its fruit is some-
what disquieting.

When the fruit of bittersweet is first tasted it is bitter but the after-
taste is sweet. This example of botanical oxymoron reminds one of the
facetious remark that "the fruit of the black-berry is red when it is
green". The scientific name of the columbine (from columba, a dove)
is aquilegia (from aguila, an eagle) another rather striking contradiction
in terms.

THE MEANING OF SOME POPULAR PLANT-NAMES 53

Heather is a plant growing on heaths. A hawthorn is a thorny tree
bearing haws. A dock is a coarse weed and a burdock is a dock having
burrs. The shadbush blooms during the time for catching shad. That
dodder, a twining parasitic plant, is appropriately named is evidenced
when we connect the word with doddering, which signifies weak, infirm.
Spearmint is a corruption of spiremint so called from its pyramidal
inflorescence.

The raspberry gets its name from the rough, rasp-like stem of the
plant. Its scientific name; urbus strigosus, indicates the same charac-
teristic. Strawberry is probably a variation of stray-berry so named
from its straggling habit. The first part of the words huckleberry and
whortleberry' are diminutives of words respectively meaning hook and
plant. A cranberry is a crane-berry and the winterberry retains its
fruit long after its leaves have fallen.

Dandelion is from the French dent de lion, lion's tooth, from tlxe
large indentations on its leaves. Daisy is derived from day's eye because
the flowei- closes at night and opens at dawn of day. Sorrel is derived
from the German sauer; sourness characterizes all plants which bear
this popular name. Marigold may be a compound of Mary and gold, or
of mare, the sea, and gold ; the habitat of the plant is near a mere or marsh.

The difficulty experie^nced in attempting to walk through a clump of
hobble-bushes will impress the pedestrian with the appropriateness of
the name. The tripping or hobbling is caused by the loops formed by
the rooting of some of the branches.

Corpse-plant is a parasite quite destitute of colour; its other name,
Indian-pipe, is descriptive of the shape of the immature plant. Beech-
drops, another parasite, is found under beech trees. Lettuce {lactuca)
receives its name from the fact that its sap is milky. The sow-thistle
has been called hare-lettuce from the fact that hares are fond of it.

Pliny states that loosestrife has a soothing effect upon oxen that are
unwilling to draw under the same yoke. The divided leaves of the clover
suggest that the word may be akin to cloven. Mrs. Dana expresses
the opinion that the Latin clava, clubs, is the origin of the word; the
clubs of playing cards are called trefle, trefoil, by the French and may
be an imitation of the clover leaf.

Gertrude Gladys was a bluestocking. Her shiny forehead above her round glasses
hid an alarming amount of grey matter. Gertrude Gladys came home from college for
the Easter holidays and arrived in a heavy downpour of rain.
"Gertrude," said her mother, "were you out in all that rain?"
"No, mother," said Gertrude Gladys severely. "I was merely in that portion of
rain which descended in my immediate vicinity."

Teaching English Grammar to Foreign Children

PAUL F. TROUT
Camberley, Sask.

THE greatest difficulty with foreign children is their inability to
understand English technical terms and phrases. This is the
chief trouble in teaching them English grammar successfully.
Terms such as subject, predicate, noun, adjective, interrogative, mean
nothing whatever to them and being abstract terms are hard to learn.

A foreign pupil should not be given an elementary grammar text
because its many technical terms will bewilder and discourage him at
the very start, and its method of arrangement will often prove em-
barrassing.

A new grammatical term is always introduced a few days before it
comes up in the daily grammar lesson by putting it in the spelling
lesson. In a previous article the writer told of teaching the meaning
of all words in each day's spelling lesson. The meaning of the new
grammatical term is also learned in the spelling lesson.

Suppose we are going to teach the adverb and the class already
knows noun, pronoun, verb, subject, predicate, and adjective. In the
spelling lesson they have already learned that an adverb is a word which
tells something about a verb, an adjective or another adverb, just as
an adjective tells something about a noun or pronoun. Then some
sentences containing several adverbs are written on the blackboard.
Pointing to one of the adverbs, the teacher asks the pupils whether
they can see that it describes a certain word in the sentence. Tell them
that the word it describes is not a noun or a pronoun. Then ask what
the word is. It will be found that several in the class will recognize
the adverb immediately. This method is very useful in teaching all
the different parts of speech.

Grammar is very closely related to composition. When I say gram-
mar, I include also study of the English idiom. Next to teaching English
words to foreign children, it is important to keep before them the typical,
proper, English way of saying things. The English child from his
infancy has had his ear trained to detect the right from the wrong way
of saying things but the foreign child has no such perception in the
English tongue until it is taught him.

The foreign child has a strong tendency to write and speak English
with the idiom of his native tongue. Hence it is very necessary to keep
always before him examples of good taste in composition.

[541

BOOK REVIEWS 55

One way of doing this is to make the daily grammar lesson consist
of a number of simple sentences with easy words written on the black-
board to be analysed by the class. The sentences are arranged to tell
in a brief, connected way a simple little story. In this way an indirect
influence, limited only by the teacher's capacity, can be exerted on the
child's mind. These sentences are copied neatly by the pupils and
each part of speech which the class knows is marked as follows: bare
subject (underlined), bare predicate (double underlined), adjectives
(left oblique line), adverb (right oblique line), phrase (parenthesis),
clause (square bracket). This method can be extended. An adjective
phrase or clause is shown by an adjective mark through the whole
phrase or clause as the case may be and the same for an adverb phrase
or clause.

The advantages of this method are two-fold. First, the child learns
the different parts of speech quickly and easily. Second, it keeps con-
stantly before him good examples of simple composition work and so
helps him in that important study at the same time.

Book Reviews

The Preparation of Teachers in Ontario and the United States, by F. A. J )nes, B.A.,
D.Paed., Normal School, Ottawa. Chapter I deals with training institutions in Ontario
and gives a brief, but interesting account of early training schools in this Province. The
second chapter treats of the rural school problem and the supply of teachers. Chapters
III, IV, V and VI compare the Ontario system with the training systems in the United
States (New York, Missouri, California) and Chapter VII deals with the preparation
of rural school teachers in the United States. Dr. Jones has produced a valuable book;
there is, perhaps, no more important projjlem in connection with our educational
system than the proper training of our teachers and this treatise is full of ideas on the
subject. w. J. D.

Fundamentals of Botany, by C. Stuart Gager; published by P. Blakiston's Son & Co.
640 pages. Price J1.50. This is probably the most important te.xt-book in bptany that
has been published during the present year. It has many unique features. The
illustrations strike one at once as being quite different from those seen in the ordinary
text-book; and they are certainly excellent, both the reproductions of photographs and
the line drawings. While portraits of scientists have become commonplace in texts in
physics and chemistry, as far as the reviewer is aware, this is the first text in botany to
follow the same admirable practice. Again, the binding is not in stiff boards but in
a flexible limp that the hand likes to hold. While the contents of the volume are
arranged somewhat differently from most texts, the teacher will find the material he
requires presented in a very attractive manner. This book can be highly recommended
t'l all teachers in Canada. G. A. c.

Coriolanus {The Cranta Shakespeare). Price \s. net. Cambridge University Press,
London. J. M. Dent & Sons, Toronto. This is a text of very convenient size and very
large, clear type. There are 22 pages of introduction, 16 pages of notes, and 10 pages
of glossary. Teachers of English should examine the plays in this excellent series.

Spelling

JOHN B. BRENNAN, B.A.
Principal, Queen Victoria Public School. Toronto

SPELLING is either written or oral. Oral spelling is important in
so far as it aids in securing correct pronunciation. The written
word is the practical form.

Spelling is largely a question of writing. In spoken language spelling
has no place. The necessity for spelling arose when the language became
standardized by writing. The inference is obvious — spelling and writing
should ever go hand in hand.

To be able to spell means that one can recall the correct form orally
or transmit in correct order to paper the letters which compose the
words that we employ to express a thought. While oral spelling un-
doubtedly has a place, our concern is with the written form.

In order to reduce any word to writing in its generally accepted
form, one must have a correct mental image of that word. These mental
images may be visual, auditory or motor. In some pupils the visual
image may be most marked; some may depend largely upon the auditory
image, while others again rely chiefly on the motor image.

Although these three distinct forms of mental images are recognized,
it must not, however, be thought that a hard and fast line of classifica-
tion can be drawn and that pupils may be definitely arranged as be-
longing to one or other of these classes. All of us depend more or less
for the recall of a word on all three types of images. But it must be
conceded that eventually we all develop the motor type most markedly.
A little introspection will prove this. How many of us are obliged, when
writing, to pause to ask ourselves what form a word should take? The
answer to this question in each individual case will be that our writing
is automatic. Spelling with us has become a habit developed by the
frequency of the reproduction of motor images.

In the teaching of spelling the best results will be obtained if due
regard is had to the three types of images. The general plan is as follows :

(1) The teacher writes the word on the black-board.

(2) The pupils are asked to examine the word carefully; to focalize
it in order to fix the correct visual image.

(3) The word is then pronounced and spelled orally in order to get
the correct auditory image — this may be done in concert, and for variety
by individual pupils as well.

[56]

SPELLING 57

(4) And finally the motor image is obtained by the pupils' writing
of the word.

While we attach most importance in the final result to the motor
image, the importance of the other images must not be disregarded.
They serve sometimes to prove that the writteh form is faulty and so
may be used as a check to verify the correctness of the motor image.

At this point a word of caution to the teacher who is just beginning.
It is a serious mistake, one not generally recognized and one to be
sedulously avoided to assign a spelling lesson to young pupils from a
printed page. The difference between the printed form and the written
form is so great that the visual image of the word is blurred. Moreover,
the dictation lesson has little or no connection with the printed form.
The pupil employs the written form to give proof of his ability to spell,
and if the preparation of the spelling lesson is made from the form which
the pupil will subsequently use when he comes to write from dictation,
it is quite evident that the results will prove more highly satisfactory.

With the younger pupils, memory plays a very important part in
spelling. Memory is sometimes defined as a reinstatement of an old
experience; or a present consciousness of an old experience with the
knowledge that it is old. Any good work on psychology will tell you
that memory is a process and that there are four phases of the
memory process — learning, retention, recall, and recognition. The
interdependence of these four phases may be thus briefly shown.
Learning without retention is inconceivable. Recall is the proof
of retention and it is quite clear that recall without recognition
would be valueless.

Learning is the process of forming associations. In spelling the first
associations formed are between the letters and their relative places
in the word. The learning of these associations depends directly upon
the number of repetitions, but cape should be taken not to accumulate
the repetitions. The most satisfactory results are obtained by dis-
tributing the repetitions over several short periods. The rate of the
repetitions is also an important factor. They should be as rapid as is
convenient for the learner, in order to prevent a waste of time and to
avoid distraction.

Retention depends upon the intensity of the impression. The
degree of concentration given to the learning will determine the per-
sistency of the impression. It must, however, be borne in mind that
retention is affected by mental activity of any sort. Therefore, after
learning there should be a short period of rest. Time must be given
tor the "fixing" of the new associations. It is thought by some that
this accounts for the fact that distributed repetitions are more effective
than accumulated ones.

58 THE SCHOOL

Recall, too, depends upon association. Everything that is learned
must be learned in connection with something else. There is no such
thing as an isolated idea. Every idea that we have has been connected
at some time with a great many other ideas. The selection of any one
of these associate ideas will recall the others. All recall is due to the
simple fact that ideas that are in consciousness together, tend to return
together. If, then, the proper associations between the letters of the
words have been formed, the correct recall is inevitable.

Recognition is simply the awareness that the aroused associates
have been recalled in their proper order, and in the reproduction of the
word this awareness is accompanied by the excitation of familiar move-
ments either oral or graphic.

From the foregoing it is evident that the greater the number of
associations that can be formed in connection with every word, the
greater the surety of recall. One of the most important associations
that can be formed with any word is its meaning. It is useless and a
waste of valuable time to ask children to learn to spell lists of words
which to them are meaningless. It is equally valueless to employ in a
spelling lesson any but words of common use or those likely to be used
by children.

While memory is important in the earlier stages of spelling the time
must come when if the spelling is to be properly effective it must be
done automatically. In the ordinary dictation lesson the mind is con-
cerned chiefly with the form of the word. There is no thought of the
content of the matter that is being written. When, however, the con-
ditions are reversed and the pupil is concentrating upon the content
rather than upon the form, frequent mistakes in spelling occur unless
he is capable of writing the words without thinking of their form. The
dictation lesson cannot be regarded as a satisfactory test of a pupil's
ability to spell. The true test is the absence of mistakes in all the
written work in which he has to concentrate upon the subject matter.
Spelling must be automatic, it must become a habit, and this can best
be accomplished by frequent written repetitions accompanied by con-
centration and conscious effort.

Tommy: "I wonder why the words is spelled in such a funny way?" Jimmy:
'"Cause they was made in the first place by the teachers, and they made 'em so's they
would have to be hired to teach how to spell 'em."

"What is the meaning of 'alter ego'?" asked the teacher of the beginners' class in
Latin. " It means the 'other I,' " responded a pupil. "Give me a sentence containing
the phrase". "He winked his alter ego".

Co=operation

How can che Normal School Staffs and the Public and Separate School Inspectors
Co-Operate in a More Useful Way than at Present ?

C. B. EDWARDS, B.A.
■ Inspector of Public Schools, Ix)ndon

[An address delivered to the Supervising and Training Department of the Ontario Educational
Association, April 12th, 1917.]

IN spite of all I can do to prevent it one word aggressively, and per-
sistently, steps out of its place in the title of this paper and places
itself squarely across the path that one wishes to take in discussing
the subject. That word is "Co-operate".

Co-operation demands intelligence, imagination, foresight, and self-
denial.

Big Business has long ago discovered a virtue in co-operation and
has reduced it to a successful science.

The great corporations have gone to school, not in a little "Red
School House", but in costly laboratories in which the teachers are
high salaried experts in science, finance, and business practice.

Huge sums are spent in experiments to determine what is best in
business.

Governments are following in the path blazed by the corporations
and are establishing scientific schools, which are organized and ad-
ministered by the picked men who form the commissions, to investigate
and to report as to the best methods of carrying out some problem of
national importance, whether of agriculture, manufacturing or trade.

By far the most splendid example of co-operation accomplished by
the British race has been witnessed since the memorable 4th of August,
1914, but it was undertaken under the compulsion of fear of national
destruction and cost hundreds of thousands of lives and billions of
dollars that would have been saved had there been the same preparation
for the avalanche of war that France had wisely provided. I think it
can justly be said that an ounce of timely and intelligent co-operation
IS worth a ton of watchful waiting and useless wrangling.

For centuries John Bull has been depicted as a burly fellow, ob-
stinate, hot-tempered, and self-opinionated. A gentler civilization has
toned down these rugged terms and now the typical Britisher, whether
living in the Homeland, or in one of the numerous Overseas Dominions,
is pleased to designate himself as being an individualist which, being
interpreted, means that he has an opinion of his own and intends, if
possible, to carry it out no matter what the consequences may be.

[591

60 THE SCHOOL

In opposition to this tendency is a state of affairs in which men agree
to submerge some of their individual longings and to work with others
for the common good. This may fairly be termed co-operation. All
organized human society is based upon this principle.

May it not be fairly said that the true test of a person's education
is his ability to work harmoniously with others?

I am convinced that, could the cordial co-operation of the Normal
School staffs, the School Inspectors, and the High School teachers, be
secured and utilized, there would be created a force in education that
would result in (1) clear and definite ideas as to the true aims of elemen-
tary and secondary education, (2) an increase in the effectiveness of the
teaching force, and (3) the outlining of courses of study which would
contain a maximum of "living wood" and a minimum of "dead wood".

Unity of action among the educational forces just mentioned can
only be secured by the determination of each individual concerned to
keep an open mind with respect to the recorded experience of men
whose work in education entitles their opinions to attention, and to the
results obtained by the educational experiments conducted by men like
Professor Dewey, Edward L. Thorndike, Professor C. H. Judd, and
many others, whose lives are being devoted to educational research and
investigation. .

Opinions founded upon individual preference or prejudice must give
way to methods which are the result of the united experience and tested
experiments of acknowledged educational leaders.

The Aim of Reduced to its lowest terms, the most that can

Public School be reasonably expected from our Public Schools is

Education that they will enable the pupils attending them to

obtain a mastery of the tools of education — language and the ability
to use it in speech and writing, the fundamental operations in elementary
mathematics, including the four simple rules, vulgar and decimal frac-
tions, useful tables of weights and measures, simple percentage, and
problems that come well within the scope of the pupil's development
and economic environment; and the simple elements of science taught
in such a way that the knowledge thus gained will be useful wlien the
study is deepened and broadened in the secondary and college education.

In addition to these formal studies the instinctive desire of the child
for motor activity should be gratified by furnishing boys and girls with
hand work suitable to their development and sex. The typical activities
embrace weaving, cutting, drawing in pencil and colour, sewing, cooking,
and woodwork.

The modern school must enlarge its interest in the strongest natural
inclination of the child which we call the play-spirit and which is acknow-

CO-OPERATION> 61

ledged to be the greatest educational factor for children up to the age
of ten.

There remains another aspect of education which is frequently
omitted in considering the work of the school, viz.: the habits that the
child forms by imitating others in his social group, organizing his modes
of behaviour, using ideas, and reaching conclusions therefrom; in a
word this may be termed "Social Education", which includes right
conduct towards one's self and others — in short, moral behaviour.

Reform of What is needed is a Statute of Mortmain for

Curriculum and educational practice that will remove the "dead
Teaching Practice hand" of tradition and custom that for centuries
has chilled the natural spontaneity and initiative of the child and instead
has attempted to "mould" him according to the ideas of those who
have but little real insight into the natural way young people get their
mental growth.

Children at home and on the playground are natural and active, are
in fact equipped by Nature with " self-starters", but in many classrooms
their little motors appear to be stalled and the teacher deems it his
duty to "crank" each one separately, a task that wears out and wastes
his energy while the children lose the educative influence of willing effort.

There are, however, many classrooms that are as ideal as can be

hoped for, but I am afraid they constitute the minority rather than the

majority.

_, , The machinery for training teachers in Ontario

m . . is too well known to need explanation, and the

Trammg . , . . ^ . , ^

writer has no mtention of uttermg one word oi

adverse criticism. The staffs of the Faculties of Education, the Normal,

and Model Schools are picked men and represent the best teaching

ability in the Province. May one offer some propositions as to the aims

in teacher training that might properly be considered by the Training,

Inspectoral, and High School Departments?

In judging teachers it might be decided to adopt some general
scheme of classification such as, for example, the following: First, those
whose personality is inspiring, pleasing and moral. There is no doubt
that it is the personality of the teacher that weighs most with the class.

Skill in teaching, natural and acquired, might be placed second.
Speaking of the natural born teacher, the best example in literature
that I can give is the immortal Tom Sawyer.

I cannot quite understand why educational authorities have not
long ago prescribed that chapter in Tom Sawyer which describes how
Tom "permitted" his playmates to whitewash the fence as part of the
curriculum of every Faculty of Education and Normal School.

62 THE SCHOOL

As to the ability in teaching that is acquired we must remember
that "Art is long". Time and patience must be allowed for develop-
ment.

Scholarship is ranked third in the list but of course this may cause
discussion.

It must not be forgotten that education is different from instruction.
One is permanent, the other may be ephemeral.

If the school history of those who seek admission to the teaching pro-
fession could be studied, might it not be a guide to those into whose
hands falls the problem of admitting them, in advising them for or
against entering upon teaching as their life work?

Again as to the actual training given or attempted to be given in
our institutions for teacher-training, may it not be possible that too
much is attempted and that there is an effort to make a final job of
what must be of necessity a life-long process of learning?

Would it not be better to leave the more academic subjects like
the history of education and even some parts of the science of education
for subsequent study by the teachers? Summer schools are suggested
as a possible means |)f keeping alive professional interest.

The National Educational Association has declared in its platform
its belief "that it is a sound educational principle, that whenever a
teacher is at work or a child is in school, be it in a city, town or country
district, both teacher and child should have the benefit of close personal
and professional supervision".

The importance of strong Superintending (Inspectoral) and Train-
ing departments in a System of education is generally recognized.

The Department of Superintendence is conceded to be the most
influential factor in the N.E.A. of the United States. Its meetings are
held during the last week in February each year and are attended by
all the prominent educators in the United States and a considerable
number of Canadian teachers.

Those who have had the good fortune to attend this convention
must be impressed by the enthusiasm of the meetings, the eminence of
those who address the different sections, and the cordial co-operation
of educators representing every department of education. Especially
striking to an Ontario teacher is the keen interest in elementary educa-
tion.

It is not uncommon to hear Professor C. H. Judd, W. C. Bagley,
Professor G. D. Stroyer and other eminent men, deliver carefully pre-
pared addresses on elementary schools.

The leaders of educational affairs from every part of the United States
can, almost without exception, be found in attendance at the annual
meetings of the department of superintendence.

CO-OPERATION 63

From this department have emanated, I think, some famous reports,
like that of the Committee of Ten, the Committee of Fifteen, and the
Committee of Twelve, which have had a wide and deep influence on
educational administration in every state of the Union.

The National Bureau of Education is always well represented by
the Commissioner and some of his assistants, and wields a great influ-
ence by the sheer ability of its representatives, not by any red tape,
basted up by legal authority.

This is a striking example of what can be done by a Department of
Education which appeals to the intelligence of a great democracy for
the support of all branches of Public Education.

May we not hope for (1) A Canadian Educational Association,
(2) A Canadian Commissioner of Education, and (3) A Supervising
and Training Department that will consist of those whose ability and
achievements entitle them to rank as worthy leaders in the noble work
of directing the training and education of Canada's future citizens?

MR. BROADFACE AND MR. LONGFACE.

Down the street comes Mr. Broadface,

Smiling like the summer sun;
Nods so bright to all around him;

Greets the boys with eyes of fun.
E'en the dogs seem glad to see him;

Wag their tails in canine glee:
All the street is full of sunshine,

VVh,en is passing Mr. B.

Right behind comes Mr. Longface,

Looking like a thunder-cloud;
Greets no one, unless to grumble;

Gets no smile from all the crowd.
People call him proud and stingy;

Say he must live in a cell.
And the air grows chilly, gloomy.

When is passing Mr. L.

Mr. B. so kind and loving;

Mr. L. with cares oppressed,
I can tell without much trouble

Which of them you all like best.

— Donald A. Fraser, Victoria, B.C.

It was the recreation hour at school.
"Tommy" said the teacher pleasantly, "do you know, 'How Doth the Little Busy

Bee'?"

" No, ma'am," said Tommy. " But you betcher life I know he doth it."

The Teacher and the Community

DOROTHY CAMI-BELL
West Hill. Ontario

OF the hundreds of teachers in the world, how many really know
what their object in teaching is? Ten teachers were once
interviewed individually, and asked to state frankly what their
object in teaching was. Five stated that they taught to earn a living;
three declared that there was no other door open, so they entered that;
one acknowledged that she expected to marry some day and thought
that teaching would answer as well as anything for the interim; and
the tenth, with glowing eyes, explained that it was a rar£ privilege to
give her time and labour and love, ten months of every year, to lead a
hundred or so boys and girls over that part of their journey toward a
strong, intelligent, well-balanced manhood and womanhood. She
alone had the vision! She was surely worthy of her hire.

Nothing can be accomplished unless friendly relations are established
between the parents and the teacher. There are two ways in which
the cO-operation of the home can be secured. The personal call made
by the teacher at each home has first place. One teacher tells her
experience of an afternoon call in the home of a boy whom she found
half-stubborn, nervous and uninteresting. The butter from the noon
dinner stood melting and collecting dust in the August heat in the
midst of an uncleared table. The robust mother hurried from the back
yard to greet her visitor; a last year's almanac was all the reading in
sight; the younger child dodged an expected blow when the mother
turned toward him with a company smile. Poor little boy! He was no
longer the stupid child she had judged him. She now understood!

The second way in which friendly relations must be established is
to have a Mothers' and Teacher's Club. Wherever there are mothers
you will find mother-love and the spirit of self-sacrifice. Whether they
be trained or not, they want their children to reach a higher rung of the
ladder than they themselves have reached. The teacher has an oppor-
tunity of pointing out in these meetings the help it would be to her to
have children sent to school physically fit, to have regular a'ttendance,
and to have the dignity and the authority of the school upheld. Home
co-operation may be found if the teacher works for it. It will not be
added work in the end for it is easier to do work with intelligent help
than without it.

164]

THE TEACHER AND THE COMMUNITY 65

A teacher has many opportunities to set higher and better ideals of
living before the community. What the teacher says and does are
matters of universal interest. The fact that Miss Brown sleeps with
her window open even in the coldest weather may need explanation —
possibly justification. The habit Mr. Reed has of neatly turning the
clothing of his bed over the foot board and setting the pillows to air
will give him a new dignity in the eyes of the neighbourhood mothers,
and every small boy and girl in the district will be urged to cultivate
the same orderly habit. If Miss Waters enjpys her quick, cool, sponge
bath every morning and is particular about the airing and pressing of
her gowns, the young ladies will at once connect these customs with
her clear fresh skin and immaculate appearance. If she can do these
things, so can they. Then the teacher's kindly manner of speech and
her reluctance to condemn soften the criticisms which people so freely
make. She rises instinctively when older people enter a room and
remains standing until they are seated. She explains to her pupils at
school that true politeness is simply consideration for others. The in-
fluence of such an example is not trifling — -lives are sweetened and
characters made stronger. The stamp of educational approval is placed
upon the refinements of life.

A teacher has a fine opportunity to encourage a spirit of pride in
the schoolroom and grounds. Suppose the blackboard is cracked, the
dictionary minus its A's and Z's, the play-ground a mud hole in wet
weather. Every defect spells Opportunity with a capital O. The
teacher must go to the trustees and request such repairs as are neces-
sary for good teaching results — good blackboards, maps, reference
books, etc. Let her ask them smilingly if it would pay to hire a skilled
carpenter, and then give him nicked, dull tools with which to work on
a new home. Are not children more important than houses? Then
the women of the local Institute or Ladies' Aid society will welcome the
teacher as a member, and when she asks their co-operation in her desire
to re-decorate the walls in soft, buff kalsomine in place of the present,
badly-soiled, ugly, green colour, they will be delighted, and a new
interest in school life will be awakened.

The teacher's opportunities in a community are unlimited and in
helping others a teacher is absolutely certain to help herself — -more
perhaps than she realizes at the time.

"Bobby," inquired the mother, "did you wash your face before the music teacher
came?" "Yes'm." "And your hands?" "Yes'm." "And your ears?" "Well,
ma," said Bobby judicially, " I washed the one that would be next to her."

Hints for the Library

The Theory of Evolution, by William Berryman Scott; New York. The Macmillan
Company, 1917. vii + 18.3. Price ?1.00. In this volume the six Westbrook lectures
of 1914 are published. The titles are: (1) Present Status of the Question ; (2) Evidences
for the Theory — Classification, Domestication and Comparative Anatomy, (3) Evidence
from Embryology and Blood Tests; (4) Evidence from Palaeontology; (5) Evidence
from Geographical Distribution; (6) Evidence from Experiment. Conclusion. . The
lectures were delivered before lay audiences, hence the wording had to be as non-
technical as possible. Dr. Scott performed his task well. The deeper student of the
problem will, as Dr. Scott says, have to seek elsewhere for additional evidence. The
main thesis of the work is that the evolutionary theory as propounded by Darwin and
others is practically universally accepted by scientific men. The alternatives to the
theory are either that of special creations or a frank recognition that nothing can be
known about the subject. What the public is confused about is the disagreement among
scientific men as to the manner in which evolution works or has occurred. The author
dispassionately reviews the evidence upon which the theory is founded. The evidence
from blood tests although accumulated within the last thirteen years will be new to
many readers. For the person who wants a handy conspectus of the whole subject the
book can be heartily recommended. p. s.

Standard Method of Testing Juvenile Mentality by the Binet-Simon Scale, by Norbert
J. Melville, Philadelphia. Price, J2.00. J. B. Lippincott Company, 1917. Pp.
xi4-140. The results of many so-called scientific tests of mentality are vitiated by the
non-scientific way of administering them. Constant conditions must be maintained or
the results will be valueless. In this work Dr. Melville has recorded the results of his
experiences with the Binet tests and has worked out a detailed method of procedure
which should prove invaluable to workers in the field of subnormal children. Certain
it is that if these plans were carried out results wherever obtained could be compared.
Such a comparison is impossible at the present time. The work was urgently needed.
It is the most convenient manual that the present reviewer has yet encountered, p. s.

Language Exercises, by Clara E. Grant. 59 pages. Price \s. Qd. net. Evans Bros.,
London. This little book presents to teachers a complete course preparatory to reading.
In the final analysis it is a suggestive work on oral phonics. The method sharpens
auditory perception, develops sensitiveness for correct sound, and through coherent
little "chats", songs, and rhymes, furnishes the child with a good apperceptive auditory
stock of words. The distinctive feature of the method lies in the fact that appreciation
of sound-values is not given through oral analysis but by rational repetition of words
in which the special sound is always taken as an initial. In classes where letters are
taught with their sounds the corresponding letter would be shown and related to its
sound, but these exercises are complete without letters. A strong element in the
organization of this method is that the literary content through which the "area of
sounds" is covered provides also a fruitful source of material for illustrating correct
language forms, increasing the child's vocabulary and establishing the habit of correct
speech. It must be admitted that in this series of lessons there is no scientific gradation
of vowel values, but as the lesson on each sound is a complete whole the exercises may
be used in connection with any graded series of phonic lessons. Young teachers will find
this book an excellent aid; experienced teachers will find it very suggestive; all teachers
should use it as a convenient reference and source book. I. R.

(661

Notes and News

[Readers arc requested to send in news items tor this department

The degree of Doctor of Pedagogy (D.Paed.) has been conferred by
Queen's University on F. A. Jones, B.A., of the staff of Ottawa Normal
School .

Robert Wright, B.A., Principal of Leamington High School, has been
appointed Inspector of Public Schools for South Grey.

John A. Bannister, B.A., Principal of Chesley High School, has
been appointed Inspector of Public Schools for Timiskaming District.

J. M. Bennett, B.A., Principal of St. Mary's Separate School, Hamil-
ton, has accepted an appointment as Inspector of Separate Schools.

John C. Walsh, B.A., Principal of Rockland High School, was
recently appointed an Inspector of English-French Schools.

Summer Model Schools were held in Ontario this year at the follow-
ing places: Bracebridge, J. W. Plewes, Principal; Gore Bay, D. M.
Eagle, Principal; Madoc, R. A. A. McConnell, Principal; Ottawa, C.
H. Eklwards, Principal; Port Arthur, D. Young, Principal; Sharbot
Lake, John Hartley, Principal; Sturgeon Falls, J. M. Kaine, Principal.

F. E. Perney, B.A., B.Paed., Principal of Glashan Public School,
Ottawa, has been appointed to the staff of Hamilton Normal School.

Miss Edith V. Phillips, B.A., of the staff of the Normal Model
School, has accepted the appointment of Dean of Women in Regina
College.

W. J. Lougheed, M.A., of Jarvis Collegiate Institute, has been
appointed to the Department of Mathematics in the University of
Toronto Schools; W. H. Williams, M.A., of Kitchener Collegiate Insti-
tute, to the Department of English and Moderns and G. A. Ballantyne,
B.A., of the Faculty of Education class of 1916-17, Toronto, is appointed
temporarily to the Department of Physics.

C. L. Brown, M.A., who was acting as substitute in the University
of Toronto Schools for Captain Cline, has accepted the principalship
of Wingham High School.

Robert Gatis, recently Principal of Nipigon Public School, has been
appointed Principal of Southampton Public School.

W. J. Stevenson who has been Principal of the Indian Head Public
School for the past eleven years has been appointed Inspector of Schools
for Oxbow district, Saskatchewan. He graduated from the Ontario
Normal College in 1898 and for several years before going West was
Principal of the Country Model School at Minden.

I «7 1

68 THE SCHOOL

A number of teachers will be interested in the following letter:

Head Office,
77 King St. East,

Toronto, May 17th, 1917.
R. A. Gray, Esq.,

Principal, Oakwood Collegiate,
St. Clair Avenue,
Toronto, Ontario.

RE AMBULANCE NUMBER 9240.
Dear Sir :

Re above, which was donated by your Institute, I am pleased to
state that in a report just received from France this Ambulance has,
for the period from the first to the thirty-first of March, carried 520
lying cases and 75 sitting cases.

Trusting this report will be satisfactory to you,
Yours faithfully,

(Signed) Noel M.\rshall,

Chairman, Executive Committee.

Peter MacKichan, B.A., who has been teaching in Chesley, has
accepted the appointment of Principal of Petrolea High School.

Miss E. M. Somerville is now Principal of Creemore Continuation
School.

Miss Alice Pepper, formerly of Brigden, is teacher of the Primary
Department in Forest Public School.

H. E. Snyder, B.A., formerly Principal of Wilkie Public and High
Schools, has enlisted with the Royal Flying Corps.

H. N. Sheppard, who has been on the staff of Morse St. Public School,
Toronto, has enlisted with the Army Medical Corps.

Ernest W. Dalton of the class of 1915-16 in the Fiiculty of Education,
Toronto, is teaching at R.R. No. 1, Vienna.

Miss Agnes M. Flary is teaching at Fulda, Sask.

J. T. Cuyler is now Principal of Connaught Public School, Medicine
Hat.

Miss E. Watt is teaching at Imperial, Sask.

The McGill School of Physical Education has just finished its seventh
session. The past year was the beginning of a n,ew era in the history
of the School, for it was the first of the full one-year course. Hitherto
the training has consisted of three short sessions in consecutive years,
but this year the students devoted all their time to their work, and the

{Continued on page 70),

THE SCHOOL

69

GOOD PICTURES FOR SCHOOL DECORATION AND STUDY

These 22" X 28" Artotypes are most suitable for the walls of a
Schoolroom. They may be ordered plain or colored, framed or
unframed.

4747

952

4651

3406

6495
2962
2864
3195
5237
2953
2949

6286
993
3200
3118
4667
4611
2968
1419
2981

460

3476
3201

Prices f. o. b. Toronto

Uncolored, Sepia Tint ...
Colored ------

If framed in 2h" Dark Oak
Extra, each -----

$1.00
1.50

3.00

Age of Innocence ------ Reynolds

The Angelus Millet

Artist's Mother ------ Whistler

Plate Size 14" X 16"

The Avenue of Middleharnis - - - - Hobbema

Plate Size 12|" X 17"

Caritas -------- Chaylor

Children of the Shell - - ' - - - - Murillo

Dance of the Nymphs ------ Corot

Feeding Her Birds ------ Millet

Frugal Meal -------- Israels

The Gleaners ------- Millet

The Golden Stairs ------ Burn-Jones

Plate Size 8J" X 19*"

The Hay Wain ------ Constables

Helping Hand ------- Renouf

The Horse Shoer ------- Landseer

The Lake - - - - - - - -- Corot

The Laughing Cavalier ------ Hals

The Light of the World ------ Hunt

Return to the Farm ------ Troyon

Reading from Homer - . - ., Alma-Tadema

Shepherdess and Sheep

Plate Size 11"

The Sistine Madonna

Plate Size 12J"

The Sower - - - -
The WindmUl -

18"

Lerolle

Raphael

Millet
Ruysdael

Sa/ei Agents for: —
Johnston's— Maps, Globes, Atlases.
Harbutt's — Plasticine.
Milton Bradley Go's.—

Kindeff^arten and Primary Supplies.
"Preston" Desks and School Furniture
"the best made".

THE GEORGE M. HENDRY CO., Ltd.

Etiucatlonal Equipmont

215-219 Victoria Street

TORONTO ONTARIO

70 THE SCHOOL

Committee records the most successful session the School has ever had.
This is made possible by the co-operation of the Royal Victoria College,
the Protestant Board of School Commissioners, the Montreal Amateur
Athletic Association and the Ladies' Benevolent Institution. The
session has been notable in other ways: specially in the transfer of the
practical work to the fine gymnasium of the M.A.A.A. The students
did excellent work, as was proved at the highly successful demonstra-
tion. The chief result will be seen in the improved physical training
and general well-being of large numbers of Canadian children. The
next step that the School looks forward to is the extension of its diploma
course to two years, as is required in the best schools abroad. Chairman
of Committee.

Up to the time of going to press the following news of the class of
1916-17 in the Faculty of Education, Toronto, has been received: Miss
Louise Jolley is teaching at Feversham; Miss Lillian O. Steele at Cedar-
ville; Miss Olive C. Brand at R.R. No. 2, Port Rowan; Miss Lois L
Bartlett is teaching Third Book Classes in Belleville Public School; Miss
Marjorie L. Dunlop is teaching the Second Book Classes in Harrow
Public School; Miss Margaret B. Swallow is Assistant in Stayner Con-
tinuation School; Oliver Parkinson is Principal of Kemptville Public
School ; E. L Gale, M.A., has been appointed to the senior post in Dawson
City High School, Yukon Territory.

R. C. Lemon, B.A., has been appointed teacher of history in St.
Mary's Collegiate Institute.

Miss Marjorie L. Harrington has accepted a position on the staff of
Stirling High School.

Miss Anna A. F. Dunlop, formerly of Oil Springs, is in charge of the
Primary Department in Harrow Public School.

At Queen's University, Kingston, besides the regular summer courses
for a degree in Arts which are always taken advantage of by a large
number of teachers, there were courses leading to degrees in Pedagogy'
(B.Paed. and D.Paed.). These were in charge of Dean Coleman and
Professor W. E. Macpherson of the Faculty of Education, Queen's
University, and were well attended.

On another pagf of this issue appears an announcement that will
interest a number of teachers. The publishing firm of Longmans,
Green & Company, London and New York, have appointed Oxford
University Press, Toronto, as their Canadian Agents.

The Summer Courses in Toronto this year were under the super-
vision of Professor H. J. Crawford of the Faculty of Education, University
of Toronto. The instructors in the various courses were as follows:

Continued on page 72

THE SCHOOL

71

The

LEWIS STORY METHOD

of Teaching

READING and SPELLING

Endorsed by many thousands of
enthusiastic teachers. Has rnade
more than lon^ooo children happy
in their work.

Professor Coombs of the Faculty of Education, University of
Toronto, says : "This Method, as outlined in the Manual, is a
combination of the best of many methods. The stories, games,
songs, and seat work are of such a fascinating character that
they arouse the child's interest, attract and hold his attention and
direct his thoughts along desired lines. The success of the
method depends on the use of the introductory work, the use of
the cards, charts, and seat work, and the use of the element of
play (including story and song) which' is of great educative value.
The details and sequences of the phonic work have been so
perfectly systematized and the work follows well-established
principles so perfectly that a pupil can read independently in a
very short period of time. Phonics are gradually introduced by
means of beautiful stories which appeal to the child nature. The
fairies and dwarfs take the child into fairyland. The stories are
selected from the classics of childhood, and those in THE STORY
PRIMER so appeal to the child mind that he can not help
reading expressively. They sparkle with life and action. The
systematic use of words of similar construction, the opportunities
for word building and blending; the use of fairy stories, and the
opportunities for dramatization, all tend to give the child power
to read, and thus open up to him the story world. The cards,
pictures, and games effectively help to bring the child into the
atmosphere of the story. The inexperienced primary teacher will
find guidance, while the experienced teacher will receive help and
inspiration." Read Best Methods of Teaching Reading on page
23 of this Magazine.

Write at once for our special jo day offer.

G. W. LEWIS PUBLISHING CO.

4707 ST. LA"WRENCE AVE. - - CHICAGO, lU.

When writing advertisers, please mention THE SCHOOL.

72 THE SCHOOL

Faculty Entrance and Normal Entrance: A. W. Burt, B.A., Principal
of Brantford Collegiate Institute, John Jeffries, B.A., Principal of Jarvis
Street Collegiate Institute, Toronto; Professor J. T. Crawford, B.A.,
J. G. Workman, B.A., and W. J. Lougheed, M.A., of the Faculty of
Education, Toronto.

Vocal Music: A. T. Cringan, Mus.Bac. of Toronto Normal School.

Commercial Subjects: Wm. Ward, B.A., B.Paed., and W. H. Fletcher,
M.A., of the High School of Commerce, Toronto.

Manual Training: A. N. Scarrow of the Faculty of Education,
Toronto, and Sugden Pickles of London Normal School.

Physical Culture: (For Men) — Dr. J. W. Barton of the University of
Toronto, D. M. Barton, Sergt. A. Curtis, and G. H.- Corsan. (For
Women) — Miss Ivy Coventry, Miss M. Herron, and Miss Reade.

Household Science: Miss M. V. Manning of the University of Toronto
and Miss Mayme C. Kay of North Bay Normal School.

French: Professor J. H. Cameron, M. St. Elme de Champ, and W. C.
Ferguson, B.A., of the University of Toronto.

Art: G. A. Reid, R.C.A., J. E. H. McDonald, E. Hohn, R. Holmes,
S. W. Perry, B.A. (Faculty of Education, Toronto), Misses A. Powell
(Toronto Normal School), I. McMillan, P. Armour, A. Despards, V.
Logan, E. Coombs, M. Foster, and Y. McKagne.

Kinder gar ten -Primary Course: S. Morgan, B.A., D.Paed., Principal
of Hamilton Normal School, Misses M. E. Macintyre, L. B. Harding
(Toronto Normal Model School), and Olver.

ALBERTA

A. E. Torrie, B.A., formerly Principal of the Practice School in
Calgary, has been appointed Inspector of Schools. He is being succeeded
by Mr. C. E. Richards of the staiT of Oliver Public School, Edmonton.

J. W. Ford, B.A., who has been Principal of Schools in Vegreville
becomes the Principal of the High School in Camrose.

A. H. Carr, formerly Principal of the Garbutt Business College,
Calgary, has been apfX)inted to the stafT of the Calgary Collegiate
Institute as Commercial teacher, duties to commence at the beginning
of next term.

Miss M. H. McBeath, B.A., Principal of Alexandra School, Calgary,
resigned at the close of last term, as she is giving up teaching to be
married.

H. L. Sharpies, B.A., of Leduc has accepted a position on the staff
of the Lethbridge High School.

G. Fred McNally, M.A., Principal of the Normal School in Camrose,
spent July and August in attendance at Teachers' College, New York.

Continued on page 74

THE SCHOOL

73

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MAKING HISTORY APPEAL TO THEM

You will agree with us that the best way to make it appeal is to make it interesting.

The list below will help you to do just that, and if placed on the Library shelves of
your School will ko far toward making the History period in the Classroom one that is eagerly
looked forward to.

OVER THE TOP. Arthur Guy Em-
pey The author is an American
soldier who weni. His experiences
are grim, but they are lightened
with a touch of humour . . . and
they are true. $\. 50

WITH CAVALRY in 191.5. Frederic
Coleman. A persona! narrative of
the British trooper in the t/ench
line, through the second battle of
Ypres. SI. 50

TURKEY AND THE WAR. By

Vladimir Jabotinsky. The author
. . . considers the destruction and
partition of the Ottoman Empire
as the principal aim of the present
war. $ 1 . 50

THE SOUL OF ULSTER. Lord
Ernest Hamilton. A brilliantly
clever and concise history as it
affects the Irish question. $\. 25

Order from: Library Department

SIXTEEN MONTHS IN FOUR
GERMAN PRISONS. Narrated
by Henry C. Mahoney, Chronicled
by Frederick A. Talbot. Illustrated SI. 35

KITCHENER IN HIS OWN
WORDS. J. B. Rye. M.A.. and
Horace G. Groser. A narrative of
the events of his life, told as far as
possible in his own words. S3. 00

WITH THE RUSSIAN WOUNDED.
Tatiana Alexinsky. This volume,
compiled from the personal Diary
of the author, gives vivid glimpses
of our Russian ally, and his ways of
thinking and doing in the great
world struggle.

THE PAN-GERMAN PLOT UN-
MASKED. Andre Cheradame. SI. 00

RUSSIA IN REVOLUTION. By

an Eye- Witness.

Above prices are postpaid.

SI. 00

SI. 25

WILLIAM BRIGGS, Publisher

QUEEN AND JOHN STS. .... TORONTO, ONT.

When writing advertisers, please mention THE SCHOOL.

74 THE SCHOOL

Inspector W. A. Stickle has been appointed to the staff of the Cam-
rose Normal School to succeed C. Sansom, B.A., who has been trans-
ferred to the Normal School in Calgary.

R. H. Roberts, B.A., formerly of the staff of the Calgary Normal
School was appointed Inspector of Schools in May. He has assumed
charge of the Vermillion Inspectorate.

M.J. Edwards, vice-Principal of Connaught School in Calgary, has
been appointed Principal of Alexandra School to succeed Miss McBeath.
Mr. Edwards was in Toronto during the vacation undergoing an ex-
amination for entrance to the Royal Flying Corps, but for medical
reasons was not admitted.

Owen Williams, B.A., goes from Ponoka to take charge of the Clares-
holm schools.

Walter S. Webb, of Claresholm, has been appointed Vice-Principal
of Haultain Public School, Calgary.

Miss M. A. Stewart of the staff of the Camrose Normal School
studied during the spring and summer at the University of Chicago.

T. J. Dwyer, B.A., has received the appointment of Inspector of
Schools for the newly-formed Rocky Mountain Inspectorate.

R. L. Harvey, who has had charge of the School at Munson, is the
new vice-Principal of Ramsay Public School, Calgary.

C. Hicks, B.A., of the staff of the Victoria High School, Edmonton,
has been appointed Inspector of Schools.

A number of Calgary teachers including Miss Z. M. Lathwell, Miss
E. G. Harrop, Miss F. S. Bennett, Miss A.T. Bruce, Miss F. M. Greer,
Miss F. E. Maus, Miss M. Hunt, and Miss F. L. Stubbs spent their
vacation helping to harvest the fruit crop in British Columbia.

The following committees have been appointed by the Minister of
Education for Alberta to report on the Course of Study and to suggest
such improverrients as seem to them desirable : Science: W. G. Carpenter,
J. E.Hodgson, J. H. Hutchinson, J. R. Tuck, C. A. Curtis, J. A. Fife.
History: G. W. Gorman, R. H. Roberts, G. A. McKee, M. H. Long.
Arithmetic: J. A. Smith, Dr. A. M. Scott, T. E. A. Stanley. A. E. Torrie,
Rev. Father McDonald. Geography: J. H. Hutchinson; W. C. Sander-
cock, A. J. Park, J. W. Russell. Music: C. Sansom, J. A. Smith, N.
Eagleson, V. Barford, V. A. Bermger. Art: L. E. Pearson, A. E. Hutton,
R. H. Headley. Commercial. A. J. Park, J. P. Page, G. Cromie.

NOVA SCOTIA

The Rural Science School at Truro has an attendance of 150 this year.
The customary good work is being done.

Continued on page 76

THE SCHOOL

75

ll[EBlMIM5illllIlMMIlllIlMMIlllfllMiailMIMIllllllllllllll!ll)MllIlMliillliU^

Successful Teachers Agree

That to do the best school work pupils need

WEBSTER'S NEW INTERNATIONAL

DICTIONARY— The Merriam Webster. When questions

arise in the history recitation, in language work, spelling, or about noted people,
places, foreign words, synonvms, pronunciation, new words, flags, state seals,
etc., do you suggest that the Mew International is a universal question
answerer and contains just the information desired?

Or. Suzzallo says: "Training children to a competent
and ready use of the dictionary and fixing- the habit
of consulting it is one oi the main duties that the
school can perform for the student."

400,000 Words. 2,700 Pages.

New Gazetteer.

6,000 lllustraiions. 12,000 Biographical Entries.

30.000 Geographical Subjects.

REGULAR and INDIA-PAPER Editions.

Write for Specimen Pages and Frek Pocket Maps.

C. & C. MERRIAM CO., Springrfield, Mass.

HUMAN GEOGRAPHIES

HOW OTHER PEOPLE LIVE.

By U. CLIVE BARNARD. M.A., B.Litt.

Containing 60 lllustraiions, of which 32 are in
colour. Cro7vn 4.to (10 X 7^ inches).
Cloth or Picture Boards.
This is essentially a geography reader, and its
distinguishing feature is the highly artistic illus-
trations in colour and black and white, by which
an appeal is made to the scholar's imagination.

MAN AND HIS CONQUEST
OF NATURE.

By M. I. NEWBIGIN, D.Sc.

Small Crown Svo.
This book is intended to be used to supplement
the ordinary text-books of geography; it aims at
giving the kind o( information neccessary to
vivifv their somewhat bald statements, and sug-
gestmg the complex actions and reactions which
take place between man and nature at every
stage of civilisation. Generally the book aims at
supplying the kind of information which teachers
of geography wish to put before their scholars,
but which they find it difficult to obtain, as it is
mostly still contained only in monographs and
geographical journals. , -

MAN AND HIS WORK.

An introduction to Human Geography.

By A. J. HERBF.RTSON. Ph.D , and

F. D. HERBERTSON. B.A.

Small Crotvn Svo.
The principles of human geography are here
■presented in popular form. The method adopted
in the book is, as far fts possible, concrete. He-
ginning with the simplest societies in which the
effect of physical surroundings is, as it were,
"writ large," the increasing complexity intro-
duced by new conditions and occupations is
illustrated by concrete examples of existing
societies.

MAN IN MANY LANDS.

By L. VV. LYOE, M.A., F.R.G.S.

Small Croivn Sz'o.

"It is a delightful work for anybody's reading,
and ought to stimulate the interest of pupils in a
quite exceptional degree." — Thr Guardian.

"The aim is to shi>w how certain results are
inevitable, given certain geographical conditions,
and thus to explain racial differences by physical
surroundings," — The Journal o/ Education.

"His book is an excellent example of the way
in which the practical teacher can make geo-
graphy a valuable instrument for training boys
and girls to reason intelligently." — Nature.

Published by A. & C. BLACK, LTD., LONDON (Eng.)

ANn SOLD IN CANADA BV

THE MACMILLAN COMPANY, Bond St., TORONTO

76 THE SCHOOL

R. H. Wetmore, who was Principal of Parrsboro schools last year,
has been appointed to a position on the Colchester County Academy
Staff.

Miss Helena H. Withrow is the new Principal of Middleton, Schools.
R. L. Jeffery, the former Principal at Middleton, is now house-master at
Acacia Villa Boys' School.

E. C. Allen has been appointed Instructor in Chemistry at the Pro-
vincial Normal College in place of J. M. Scott, who goes to High River,
Alberta.

Principal F. G. Morehouse, Amherst, has been teaching at a Summer
School in Newfoundland during vacation.

J. L. Trask, Sydney, is the new Principal at Kentville.

Miss Ruby Wood, Annapolis Royal, will teach the natural history
subjects in a group of eight rural schools this year. This is our first
attempt to carry rural science to the rural schools by a specialist instead
of depending on the already over-worked regular teacher.

"Say, mother, what keeps us from falling off the earth when we're upside down?"
"Why, the law of gravity ". " But how did we stay on before that law was passed?"

Sarcastic Brother — I should think you'd rather marry a widower with five children
ihan teach! Sister — Show nie the widower.

A professor was one day nearing the close of a history lecture, and was indulging in
one of those rhetorical climaxes in which he delighted, when the hour struck. The
students immediately began to slam down the movable arms of their lecture chairs and
to prepare to leave.

The professor, annoyed at the interruption of his flow of eloquence, held up his hand.

"Wait just one minute, gentlemen. I have a few more pearls to cast."

The nature lesson was to be on nuts. Teacher: "John, you may tell me three kinds
of nuts you know." John (without hesitation): "Doughnuts, peanuts, and forget-me-
nuts".

George Ade said at a Chicago wedding breakfast : " The great and good Socrates was
married to a scold. Otherwise, perhaps, he would have spent more time at home and
less time in the marketplace finding fault with the Athenian Government.

"This thought occurred to me at a school treat, where I asked a bright little girl:
'How did Socrates die?'

" ' He died,' the little girl replied, ' from a liose of wedlock.' "

Teacher: "Johnny, what isa hypocrite?" Johnny: "A boy wot conies t' school wid
a smile on his face."

THE SCHOOL 77

GOVERNMENT OF THE PROVINCE OF SASKATCHEWAN

DEPARTMENT OF EDUCATION

NEWS ITEM

Sessions of the Provincial Normal School for the training of teachers for
First and Second Class Certificates will open at Regina and Saskatoon on
August 21, 1917, and continue until December 21.

Third Class Sessions will open at Regina and Saskatoon on October 16,
continuing until December 21. The Third classes will be limited to .50 at each
point and applications will be considered in the order in which they are received
at the Department.

Additional Third Class Sessions will be held at local centres, which will be
announced later, beginning on November 1.5 and continuing for ten weeks.
This will allow the students to take charge of schools opening on Februaiy 1.

Graduates in Arts from Canadian or other British Universities and persons
holding Ontario Faculty Entrance standing will be entitled to admission to the
First Class Session provided they have reached the prescribed age, namely,
nineteen years in the case of males and eighteen years in the case of females.

For admission to the Second Class Session applicants must hold at least
Ontario Normal Entrance standing. The age requirement is the same as that
for First Class.

For admission to the Third Class Session applicants must hold at least
Ontario Model Entrance standing and be at least eighteen years in the case of
males and seventeen years in the case of females.

Application forms will be sent from the Department of Education, Regina,
on request.

CHAPMAN^S LOOSE LEAF
NOTE BOOKS

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TRY THEM THIS TERM IN YOUR CLASSES

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When writing advertisers, please mention THE SCflOOL.

Hints for the Library

Canadian Birds Worth Knowing, by Neltje Blanchan. 253 pages; 48 illustrations in
colour. Price ?1.60. The Musson Book Co., Toronto. This is in appearance a most
attractive volume and the contents do not at all belie the exterior. The title may be
somewhat misleading in as far as the first word of it is concerned because the birds
described belong as much to the United States as to Canada and most of the records
have been taken from U.S. Government reports. However, this does not detract to any
appreciable extent from the value of the book. The author has given excellent descrip-
tions of all the common birds of the North American Continent and the illustrations are
exceptionally good. His classification of birds as, "Two Rascally Relatives", "Carpen-
ters in Feathers", "Mourner", "Martyr", "Whistler" and "Drummer" are striking
and unique; this method adds the human interest so necessary to arouse the enthusiasm
of children and to fix the information in their memories. The book will make a valuable
addition to any school library and should be of great assistance in nature study lessons.

J. A. I.

Canadian Trees Worth Knowing, by Julia E. Rogers. Canadian Flowers Worth
Knowing,_by Neltje Blanchan and A. D. Dickinson. Canadian Butterflies Worth Know-
ing, by Clarence M. Weed. These are publisjted by the Musson Book Company,
Toronto. Each contains about 250 pages, and the price of each is?1.60. Having already
written at some length on Canadian Birds Worth Knowing, one of the same series, not
much remains for the present reviewer to say regarding the others. These are excellent
books and particularly attractive in appearance. The method of treatment is in every
case such Vhat a special appeal is made to the interests of the children and every teacher
knows how valuable this is. The teacher of nature study will find an immense amount
of useful material in these books. The illustrations are clear; the subject matter has
been written by authors who have made a most thorough study of their subject. If
these books are placed in the school library, the children will not need to be urged to
read them in their spare time. They will do so of their own choice and will spend a good
deal of time studying the pictures of birds, butterflies, trees, and flowers. j. A. i.

How to Make Friends With Birds, by Niel Morrow Ladd. 228 pages, with 200 illus-
trations. Price $1.00. Published by The Musson Book Company, Limited, Toronto.
This pocket edition contains many useful hints on the making of bird houses and other
things which will attract birds. j. A. i.

The Bird Study Book, by T. Gilbert Pearson. 258 pages containing 45 illustrations.
Price ?1.25. Published by The Musson Book Company, Limited, Toronto. This book
deals entirely with the birds of the United States. The laws quoted are those of the
United States. What is needed is a book describing our own Canadian birds. The book
gives much general information which is interesting but which, if given about our own
birds, would be a greater benefit to teachers in Canada. j. A. I.

Algebra — Theoretical and Applied, including trigonometry and an introduction to the
calculus by A. H. Bell. Blackie & Son, London. 354 pp. This excellent text is
intended for the use of students in secondary and technical schools. It would appear to
be particularly useful for students who will not have the opportunity of attending a
university but who will wish to engage in technical work on leaving school. Academic
treatment has been avoided as far as possible and attention has been chiefly directed
to practical applications. Canadian teachers would find it useful for the large number
of examples given, many of them being new and suggestive. j. T. c.

[78]

Teachers'
Institutes.

Vol. VI. TORONTO, OCTOBER, 1917 No 2

" Recti cultus pectora roborant"

Editorial Notes

Why is it so easy to lose interest in our class-
room work, to conduct classes in a mechanical
fashion, to forget our professional training and to
teach as we were taught? Why is it? Watch the labourer on the street.
Why does he so often work mechanically, wearily, with no apparent
interest in what he is doing? Watch the man who is in business for him-
self. If he is "successful", it is probable that he works early and late,
his mind always on his business. Always looking for new ideas, new
methods, he never loses interest. Can it be that the former feels that
his situation and his wage being fixed, there is no motive for undue
exertion, while the latter knows that every additional effort brings,
either directly or indirectly, increased responsibility and remuneration?

In which of these classes is the teacher? Is it not true that he has
his choice? The teacher who loses interest, abandons professional
training, and is satisfied with routine work, puts himself in the class
with the unambitious labourer. The one who keeps abreast of modern
movements and tendencies in education, who seeks new methods, new
devices, new books, who strives to make every lesson intensely interesting,
who is willing to learn from the experience of others — this teacher belongs
to the same class as the successful business man. And his reward comes
just as surely. Important positions are seeking teachers of this type;
good salaries are paid for this kind of work.

What agencies exist for the purpose of making available to teachers
the newest and the be^t in educational progress, after they have left the
training school? There are several. This is the raison d' itre of every
good educational magazine. It brings each month something which
should serve as an inspiration to better work — and better work inevitably
means a more important position and a larger salary. There may be in a
teachers' journal little that can be taken into the classroom and doled out
second-hand to the students. The progressive teacher doesn't want
that; the subject-matter of the lessons is already well known. But it will
furnish inspiration and we all need that. How badly we all need it, no
matter what or where we are teaching!

179]

80 THE SCHOOL

Then there are summer schools. The ambitious teacher will not
waste the long summer vacation, when there is available a course of some
kind that will mean increased efficiency and improved qualifications.
The summer school movement is growing. Universities offer corres-
pondence courses in pedagogy, in arts, in commercial work, and for
Normal Entrance and Faculty Entrance certificates. The successful
teacher must never cease to be a student.

There is another source of inspiration — one that, in some provinces,
is almost compulsory. That is the Teachers' Convention, the Teachers'
Institute. Here, for two days, the teacher meets other teachers, dis-
cusses problems and conditions, hears addresses and lectures, learns the
import of new regulations, talks in corridors and elsewhere with those
whose experiences are identical with his own. The informal chat and
social intercourse are by no means least of the advantages to be derived
from these gatherings. The teacher learns that his difficulties are not
peculiar to himself, that others have exactly the same struggles. They
tell how they solve theirs, he tells how he solves his. He goes back to his
school, refreshed, inspired, ready for a year of enjoyable, interesting,
successful work.

October is the month of Conventions. Don't fail to make the most
of the opportunity.

_. . An instructive booklet entitled "Amendments

_ , .. . to the Regulations of the Collegiate Institutes,

Regulations for , „• i j ^ • c \ , j, ,

— , , the High and Contmuation Schools, and the

_ J.-J. i Public and Separate Schools" has just been issued

by the Ontario Department of Education. To the
regulations governing Teachers' Institutes several important additions
have been made. The proper use of Institute money is carefully out-
lined. These funds must not be voted for philanthropic or partiotic
schemes but the teachers may, if they deem it desirable, form voluntary
associations for the furtherance of these laudable objects. Legitimate
expenditures are the cost of maintaining the Institute, the payment of
special lecturers, the whole or part of the cost of an educational magazine
for each member, and the expenses of one or two delegates to the
O.E.A. The legislative grant must be used to provide professional
libraries for the use of members and the library is to be in charge of
a librarian elected as one of the officers of the Institute. While pre-
viously the maximum fee for membership was fixed at $1.00, a minimum
fee of 25 cents is now also laid down.

New duties are given the Inspector. He is to discuss what he has
seen and heard in the schools during the year and is to suggest im-
provements; he is also to make special mention of changes which have

EDITORIAL NOTES 81

been made in the regulations. The Inspector has always been the main-
stay of a successful Institute but frequently modesty prevented his
appearance on the programme as often as the interests of his teachers
required. Now he is given definite topics, the discussion of which should
be highly profitable.

Addresses, papers, illustrative teaching, and general discussions are
to comprise the programme. In all of these the teachers, the lecturer,
and visiting educationists may take part. The duties of the special
lecturer do not end with his address; he is expected to take part in
discussions when he can add to their effectiveness.

In order that teachers may improve their professional knowledge a
reading course is to be arranged by each Institute; in the prescribed
reading, books on method will have a prominent place.

For shopping expeditions, visits to places of scenic or industrial
interest, concerts, vaudeville shows, and similar diversions, there may be
a proper time and place but these have no legitimate connection with
a Teachers' Institute. In order that such recreations may not interfere
with the members' duties during the meetings the Inspector and the
School Boards are to take the necessary steps to secure the continuous^
attendance of all teachers; if the members of the Institute make a visit
of inspection, the approval of the Minister is to be secured and the
institutions visited must be of an educational character, where the work
carried on has a direct bearing upon that of the schools; the evening
meeting must be of a general educational character and must be open to
the public.

The aim of these changes is apparent. The two days of Institute
meetings are not holidays. The teacher is as much the servant of the
public when attending the Institute as when conducting classes in the
schoolroom. At the Institute new ideas, hints for improvement, in-
creased professional knowledge, may be obtained. The teacher is
expected to help as well as to receive help. The Inspector, the lecturer,
the experienced educationist, are given a greater opportunity to provide
assistance and instruction.

Read the new regulations in full. They are calculated to make the
Teachers' Institute an organization for " the improvement of the teachers
in general culture, and in the knowledge and practice of school organiza-
tion and methods of instruction".

_ In recent years teachers have begun to realize

_, that the summer vacation is too long to be spent

Courses. .- r • * j *• c

entirely m rest and recreation. Summer courses

in all provinces have been well attended; instructors have been enthus-
iastic over the spirit of industry displayed by those in attendance;

82 THE SCHOOL

teachers have enjoyed assuming again for five or six weeks the role of
student. Is it not almost an axiom that the teacher who ceases to study
ceases also to do successful work in the classroom?

Of the courses conducted this year by the Ontario Department of
Education in conjunction with the University of Toronto, physical
culture attracted the largest number of teachers. This was accounted
for by the fact that a certificate is obligatory for those who teach this
subject in secondary schools. Because teachers in rural and village
schools find a knowledge of agriculture both desirable and necessary,
there were large classes taking this course at the Ontario Agricultural
College. For several reasons classes in the voluntary subjects were not
as large as last year. War conditions are responsible for much of the
decrease. It may be, too, that the torrid heat of the summer of 1916
discouraged some. The classes in French and other voluntary subjects
were somewhat depleted because so many found it advisable to take
physical culture. Those taking music and art were, however, as num-
erous as before. As in previous years many members of the Roman
Catholic teaching orders took advantage of the opportunity to improve
.their professional standing.

The proportion of those in attendance who wrote on the August
examinations was rather larger than usual, and this is an indication of the
serious purpose of those who took the work. The Department of
Education offered instruction in the subjects of Part A of the Normal
Entrance and Parts A and B of the Faculty Entrance courses, and
provided examinations in all the subjects of both courses, thus affording
a special opportunity for the completion of the work for these certificates.

The experience of this year has shown that there is a very laudable
desire on the part of many teachers to obtain higher or special certificates,
and, incidentally, to increase their earning power and their fitness for
better positions. The summer school movement is only in its
infancy in Canada; rapid growth and development may well be
expected.

T? n rt nriH ^^ ^ little rural school somewhere in Canada,

■o . y,.^.-.^. a young teacher was facing the usual problems.

Her pupils were tew but troublesome; not bois-
terous were they, not particularly mischieyous, but irregular in attendance,
unpunctual, and, more annoying still, imbued with a deep-seated
antagonism to homework in any form. The teacher was becoming more
and more irritable; she was drifting toward nervous breakdown — that
bourne from which few teachers return to successful work. The pupils
didn't "like" the teacher; punishments were frequent; resentment grew
on both sides.

EDITORIAL NOTES 83

The teacher wrote for advice. "What are the legal punishments
for lateness and neglect of homework? I keep my pupils in after four
for these offences, but for how long may they legally be detained?"

In reply she was told that there are no legal punishments for such
misdemeanours; that the teacher is expected to emulate a "kind, firm,
and judicious parent." She was also advised to drop the idea of punish-
ments, to change her entire attitude, to be cheerful and happy, to secure
a supply of coloured chalk and reserve a space on the blackboard for an
Honour Roll, to assign "stars" for perfect lessons and for neat work,
to give " marks " for perfect attendance and punctuality and to send home
bi-monthly reports on which these rewards of merit would be prominently
recorded.

The hint was sufihcient. Within two months this teacher wrote again
to say that the situation had undergone a complete change. Her pupils
were working: attendance, punctuality, homework were quite satisfactory.
She was enjoying her work and the children seemed to be enjoying theirs.
The spirit of resentment and of constraint had vanished'. She asked
that the advice given her be passed on to any who might need it.

This little story raises the old problem of rewards and punishments.
Which are the more effective? Are such punishments as "keeping in"
and " writing lines" logical? If a boy does not like his work should he be
given more of it so that he will like it? Will this method arouse his
interest in his studies? Is there not a better way?

m, "Why are we never quite at oiir ease in the

c , , . presence of a schoolmaster? Because we are

Scnoolmaster. . , , • , .

conscious that he is not at his ease in ours .

He cannot meet you on the square. He wants a point given him like an
indifferent whist player. He is so used to teaching that he wants to be
teaching you." Charles Lamb said this, but, of course, he said it years
ago and he had never been in Canada nor did he know the teachers of this
Dominion. It is not true to-day in this country, is it? There are no
teachers now (are there?) who have the primitive tendency to dogmatism,
who are willing to pose as the final authority in all problems, who allow
the trifles to obscure the great essentials. No longer is the schoolmaster
afflicted with the desire for personal isolation, no longer is he "a man
severe and stern to view". He is a citizen with full privileges, an expert
in his chosen .sphere of activity and proud of it, a man of business (the
most important of businesses), a man among men, a good " mixer".

Is all this true or is it only an ideal? If an ideal, is it a good one or
otherwise? It may be that, outside the profession, there are still traces
of the idea expressed by Lamb but surely it has almost died out. The
rapidity of its decease depends largely upon the schoolmaster himself.

Examinations in Art, 1917

Lower School Examination for Entrance into the Normal
Schools and Faculties of Education.

s. \v. ferry, b.a.

Faculty of Education, University of Toronto

A S many teachers look upon the examination papers in art as
/— \ somewhat suggestive of the work that should be cov^ered in their
classes during the year, The School, through the courtesy
of the Department of Education, will reproduce these together with
other suggestive material such as the scales of valuations employed by
the examiners and some samples of candidates' drawings produced in
answer to the questions set for the various examinations. This month
we shall confine outselves to the Lower School art.

By reading the question paper and the scale of valuations together
the subjects considered worthy of emphasis can be readily noted. The
paper permitted an option among three questions in A, a pencil drawing
of a small group of objects, a colour drawing of another small group of
objects, and a landscape in water-colours, where the object of chief
interest — a maple tree by the roadside in autumn — is suggested.

These options allowed a wide scope for individual tastes and training,
and some very good drawings were received, as an examination of the
accompanying engravings will show. The defects that are apparent
in these, the best, were much more in evidence in most of the drawings.

The opportunity of examining much of this work has emphasized the
following suggestions: —

(1) Great neatness and a proper handling of the medium employed
should be insisted upon in the production of every piece of work.

(2) Every drawing lesson should begin with the application of the
principal laws of composition, so that the objects may be placed in a
proper relation to one another and to the space in which they are to be
drawn.

(3) A simple method of expressing a foreground and a background
should be taught.

(4) Some essons should be given about the principles of perspective.
Very rarely were the receding lines of the club bag made converging,
and the ellipsis of the hat brim foreshortened. (Note the hat brim in
2 and the club bag in 3. Note also in each of these how the hat brim
notches into the club bag).

184]

EXAMINATIONS IN ART, 1917

85

(5) Gradations of tone should be noted and a scale of values studied
that shade and cast shadow and the relative values of objects and their
surroundings may be properly expressed. The form and tone of cast-
shadows are generally very carelessly drawn.

86

THE SCHOOL

EXAMINATIONS IN ART, 1917 87

B. Part of the paper permitted a choice between a design in which
the lettering was the chief feature, and a bit of applied design in which
the composition and the colouring afforded greater opportunities.

Again, experience gained at the examination of the papers suggests
the following advice :

(1) Emphasize neat lettering of standard types (Roman and printers'
Gothic) with the freehand and with mechanical aids.

(2) Make sure that the members of the class understand and can
apply the principles of composition.

(3) Teach in a practical way the three properties of colour and the
five harmonies of colour.

C. This part permitted no option, which turned out to the can-
didates' advantage. Only five out of the nine parts of the question
were of a technical character. Many teachers are of the opinion that
all of the questions on the picture should deal with the structural side,
and none with the story side of the picture on a paper for candidates for
the Lower School examinations in art.

I. The Question Paper.

LOWER SCHOOL EXAMINATION FOR ENTRANCE INTO THE NORMAL SCHOOLS
AND FACULTIES OF EDUCATION.

ART.

Note 1: — A separate sheet of drawing paper shall be used for each answer.
Note 2: — The size and the placing of the drawings will be considered in the valuation.
Note 3: — The use of the ruler and other mechanical instruments is permitted only in
questions 4 and .5.

(Three questions constitute a full paper, one from A, one
from B, and the one under C.)

A.

1. Make a pencil drawing, about nine inches at its greatest width,
of the group of objects labelled "Group I", and situated to your left.
Indicate light and shade, cast shadow, colour values, and a background.
Surround your drawing with a neat enclosing line.

Note: — Where the lighting is poor in the examination hall, candidates may imagine
the light tobecomingfroma window to their left and somewhat higher than and in front
of the group to be represented. The same provision applies to question 2.

2. Make a sketch with water colours, or with coloured crayons, about
nine inches at its greatest width, of the group of objects labelled " Group
11" and situated to your right. Paint the piece of pottery in a colour
which will harmonize with the colour ftf the fruit. Indicate light and
shade, cast shadow, and a background. Surround your drawing with a
neat enclosing line.

88 THE SCHOOL

3. Paint an autumn scene in which a maple tree by the roadside is
made the centre of interest. The painting should be not less than nine
inches in its greatest dimension.

B.

4. With India ink or black paint, letter in Roman or in Gothic
capitals, |-inch high, upon an appropriate tinted scroll design, the
words FOR KING AND COUNTRY.

5. Draw one of the panels of a hexagonal lamp shade. This panel
shall have a base six in«hes long, and sides slanting equally to a top one
and three-quarters inches long, parallel to and seven inches from the base.
Decorate this panel with a design based upon the flower and leaf of the
red clover, or the sweet briar, or the apple. Finish the whole in a har-
monious colour scheme, using either water colours or coloured crayons.

C.

6. Answer in pencil on drawing paper the following questions about
the picture on the opposite page: —

(a) What are the indications in the picture of (i) the time of day;
(ii) the kind of day; (iii) the time of year; (iv) the artist's position
with reference to this scene?

(b) Do the persons and animals represent stationary objects?
Give reasons for your answer.

(c) Why has the shepherdess led them to this spot?

(d) Give reasons for considering the shepherdess the chief object
of interest.

(e) Name the subordinate objects of interest.

CO Suggest two titles, either of which would be appropriate for
this picture.

II. Confidential Instructions.

1. The paper to be used is drawing paper from the authorized (No. 2)
Blank Drawing Book.

2. Each candidate shall be allowed three sheets of drawing paper
at the commencement of the examination period and additional sheets
as he may need them.

3. For question 1, place upon level supports or cross-boards in the
alternate aisles (commencing with the aisle to the extreme left of the
candidates), and on a level with the top of the desks, groups of objects
arranged as nearly as possible as in the engraving and consisting
of:—

(o) a dark club bag;
(&) a light straw hat.

EXAMINATIONS IN ART, 1917

89

One group for every five candidates should be sufficient.

Identify this as "Group I" by a card fastened to it in such a way as
not to obstruct the view of the candidates, or to be mistaken by them as
a part of the group to be drawn.

This group must be so placed as to give each candidate a good view
of it to his left.

r

4. For question 2, place upon level supports or cross-boards in the
aisles not occupied by the models required for question 1, and on a level
with the top of the desks, groups of objects arranged as nearly as possible
as in the above engraving and consisting of: —

(■a) a jar or bowl (preferably dark green or dark purple in colour,
and opaque) ;

(6) a banana lying in front of the jar and almost altogether to the
left of it, and with one section partly peeled.

One group for every five candidates should be sufficient.
Identify this as "Group II ", observing the same care as in identifying
"Group I ".

5. After distributing the question papers lay emphasis on the following
announcements to the candidates: —

(a) Three questions constitute a full paper. The choice of ques-
tions is indicated at the head of the paper.

{b) The desks, tables, or other supports used for the groups of
objects for questions 1 and 2 are not to be drawn.

Note; — Where club bags or bananas cannot be secured, the Presiding Officer may
substitute objects similar in character, for example, a suit case, or a square band-box;
a lemon, an apple, or an orange.

90 THE SCHOOL

HI. Scale of Valuations.

Questions. Marks. Total.
A Part 32

1. Pencil sketch.

Enclosing line 1

Size and placing 3

P j Proportion of objects of the group 3

) Perspective of objects and shadows 15

Tone — Light, shade, cast shadow, relative values of background,

foreground and objects of the group 6

Pencil handling and texture of tlie objects 4

2. Colour sketch.

Enclosing line 1

Size and placing 3

Form, including perspective of objects and shadows 10

Colour, tone (light, shade, cSst shadow background, foreground)

including a consideration of neatness 18

3. Autumn scene.

Size 1

Space divisions 5

Composition — centre of interest, colour, tone, subordination 22

Consideration of neatness — -balance 4

B Part 32

4. Scroll design and lettering,
(o) Design —

Composition — Proportion, size, appropriateness

Colouring — Subordination, harmony, consideration of neatness 16
(ft) Lettering —

Size, Ll^niformity and construction, spacing, consideration of

neatness 16

Notes: — Composition and colouring to be valued approximately in the ratio of 2:1;
(2) In special cases where either (a) or (b) shows special skill, and either part
is left incomplete, the marks are to be adjusted within a minimum and a
maximum mark of 10 and 22.

5. Design of lamp shade.

Shape 4

Design — Method, border, spot, radiating, all-over pattern or com-
bination of these 4

Composition 12

Colouring — Any harmony — Consideration of neatness 12

C. Part 36

6. Picture study.

(o) (1) Time of day? 4

(2) Kind of day? 4

(3) Time of year 4

(4) Artist's position 4

(6) Are persons and animals stationary? 4

(c) Why led to this spot? 4

(d) Chief object of interest? 4

(e) Subordinate objects? 4

if) Two titles? 4

EXAMINATIOxXS IN ART, 1917

91

IV. Answers to Part "C" that were Accepted.

(o) (i) The shadows cast by the shepherdess, sheep, and trees indi-
cate that it is nearly mid-day.

(ii) The day is warm and hazy. The shepherdess has removed
her outer garment and is carrying it suspended from her staff. She has

92 THE SCHOOL

rolled up her sleeves, and thrown open her waist at the throat, as though
to seek relief from the heat. The shadows are not strongly defined and
the distant landscape is partly obscured by a mist.

(iii) The ploughman with his ox-team at work ploughing in the
middle distance, and the fresh, light foliage of the nearby trees indicate
late spring or early summer, or

The ploughing, and the distant stack indicate late summer
after the haying season is over.

(iv) The artist has an eye-level slightly lower than that of the
shepherdess.

{b) No. The poise of the shepherdess, ploughman, and sheep in-
dicate that they are moving forward.

(c) The shepherdess has led her flock to this spot for the sake of the
shade, or for the sake of the fresh pasture, or for the sake of the water.

{d) She is given the prominent position m the foreground. Her
clothing with its strong contrast of light and dark calls attention to her.
Everything else in the picture is subordinated to her, the sheep follow
her, lines lead to her.

(e) The pasturing sheep, particularly the pet lamb, the pasture, the
pool of water, the cluster of trees, the ploughman and his yoke of oxen,
the land roller, the distant stack.

(/) "Seeking Green Pastures"; "The Shepherdess".

Book Reviews

Stories of the Scottish Border, by Mr. and Mrs. Wm. Piatt. Price Is. M. George G.
Harrap & Co., London. Children, and adults, will enjoy these stories; most of them are
prose but interspersed are. a few fine old ballads. Taken altogether, the stories and the
ballads give an interesting sketch of Border history from Alfred the Great to the Jaco-
bites. This should be a popular book in the school library. w. j. d.

Everyday Classics (Third Reader, 48 cents; Fourth Reader, 56 cents; Fifth Reader,
60 cents; Sixth Reader, 65 cents.) The Macmillan Co., Toronto. These Readers
have been prepared by Professors Franklin T. Baker and Ashley H. Thorndike, and
each contains a large number of excellent selections for children's reading. These
selections have been very carefully chosen from the classics of our language on the basis
of James Russell Lowell'sdefinitionof a classic as "something neither ancient nor modern,
always new and incapable of growing old". The Third Reader is made up largely of
fables, fairy stories and folk lore; the Fourth Reader contains fanciful tales of adventure,
stories of real heroes, descriptions of outdoor life; the Fifth Reader is primarily a book
of stories; the Sixth Reader contains world-famous stories. Each Reader gives sugges-
tions as to how a selection may be studied. These books would be found useful in the
school library as supplementary reading or would provide a fund of good stories for the
"story hour". w. j. d.

Primary Department

The Fusion of Work and Play in the Kindergarten

and Primary

ETHEL M. HALL.

"Would you learn the way to Laughter Town?

Oh ye, who have lost the way.

Would you have young heart, though your hair be gray?

Go learn of a little child each day,

Go laugh his laugh and play his play,

And catch the lilt of his laughing gay,

And follow his dancing feet as they stray.

For he knows the way to Laughter Town,

O, ye, who have lost the way."

COLONEL Parker has aptly said: "Play is God's method of teach-
ing children how to work."

Zechariah, in his description of the return from captivity, uses
this sentence to show the attractiveness of Jerusalem: "And the streets
of the city shall be full of boys and girls playing in the streets thereof."

From the earliest antiquity childhood has been recognized as play-
time.

The Egyptians thought of Heaven as a place of music, dancing and
games. Our North American Indian called it "The Happy Hunting
Ground." The Greeks were the first to recognize the educational value
of play. Johnston gives a list of games which the Greek boy was re-
quired to use in his physical exercises. These Were: running, leaping,
discus throwing, javelin casting and wrestling. ^

Paul frequently mentions the " race," and its necessary preparation.

During the Middle Ages, the lives of little children became more
dreary. All forms of amusement were frowned upon.

Coming down to later times, Rabelais, Erasmus, Comenius, the
Jesuits, Fenelon, Locke, Montaigne, Richter, Pestalozzi and Froebel
used play as part of their educational systems.

But it is to Froebel that childhood owes a debt of gratitude for
restoring its heritage of play. He said that the plays of childhood spring
from inner impulse and necessity, and are the germinal leaves of later
life."

Dr. G. Stanley Hall calls play "motor poetry." He says that the

spirit is always exactly proportioned to the directness and force of the

current heredity.

[93)

94 THE SCHOOL

Dr. James L. Hughes, in his chapter on play in " Principles of Educa-
tion", says: "Just as the young animal must play as a preparation for
after life, so the child must express himself in play, that he may be fitted
physically, mentally and morally to take his place in the world."

Dr. Dewey thinks in play the interest is in the activity for its own
sake.

James, in his psychology, in speaking of the instincts says: "Most
instincts are implanted for the sake of giving rise to habits, and, this
purpose once established, having no further use, fade away. Therefore
the habit of activity which is the origin of the habit of work and of its
enjoyment, may be formed, and its opportunity lies in forming the right
connection between play and work, at the right time."

"Play is the generic instinct of spontaneous self-activity," says
Gesell. "There is the mere physical play of the young child for the
sake of the activity itself; the rhythmic play of the older child, such as
skipping, dancing and singing; the natural motor plays in which
perception and movement are learned; later plays which are more
recapitulary, carrying the action back to prehistoric activities; dramatic
plays, where the child plays out and becomes initiated into future
experiences."

Tyler in his Growth and Education, gives another somewhat similar
division of plays. These are: "The sensory and active plays of the
infant such as kicking, rolling, pounding and grasping; representative
plays such as playing mother, teacher, or some animal representation;
traditional plays as, 'London Bridge,' 'Hoist the Gates as high as the
Sky'; social or group games as football, baseball, basketball; co-operative
games and competitive games as tag, hide-and-seek or ' pull-away'."

On the hygienic side play develops the muscles, stimulates their
growth and therefore fortifies the body against nervous weakness and
disease. The use of the muscles stimulates the heart and lungs and
promotes healthy growth. Play is self-corrective, as the child ceases
to play when he becomes weary.

Play furnishes the best mental training. Every sense organ is alert
and the attention focussed on one point. The will is trained. The
child must choose his course at once and act upon his choice instantly.
He cannot wait for advice, he must act on his own initiative. This is a
splendid training for after life.

Play is the best form of physical training, because it is the most
enjoyable. The social quality in play creates happiness and conse-
quently growth.

Dr. Dewey says: "Play is not to be identified with anything the
child really does. It is free play — the interplay of all the child's powers,
thoughts and physical movements, in embodying in a satisfying form his

THE FUSION OF WORK AND FLAY 95

own images in interests. It is freedom from the pressure of life — living.
It is the fulness of growth as. the supreme end of the child — fulness which
carries him on! Play means the complete emancipation from the neces-
sity of following any given or prescribed system. The play mi^t be the
child's own, must have its roots in himself, must lead him to a higher plane,
not playing with its powers, ever stirring, but never arriving."

How can we distinguish between play and work?

Thorndyke says: "In proportion as the activity is intrinsically
satisfying to man, he calls it play. In proportion as the activity is
intrinsically annoying, he calls it work. In proportion as it is an under-
taking or part of an undertaking ordered by man it is work or play.
The essential characteristic is the inner attitude.

Johnston says: "Work and play oftefi shade off so imperceptibly in
the case of a child that they cannot be distinguished. All play involves
work, and children often love to work, even to work for a definite result,
as they love to play. Therefore the chief end of education should be to
develop a joyousness in work.

Professor Eliot enumerates the sources of joyousness in work. First,
the pleasure of exertion — the active exercise of the powers, bodily and
mental. Second, achievement in competition. Third, co-operation in
rhythm and harmony. Fourth, the exercise of intelligence, judgment
and skill. Fifth, encouraging risks or dangerous adventures. "Is it
not then the office qf education to open up to each child an ever widening
field for achievement, an ever increasing joy and satisfaction in accom-
plishing^" This joy of achievement should be in the line of some
permanent and useful interest relating to life and adapted to its needs.
This is what the love of play may and should develop into.

The dramatic tendency of play can be used by the teacher, not only
to bring the child into a consciousness of his future problems, but also
into an appreciation of literature. It will be found that the 'success of
all dramatic work depends upon the degree of organization with which
the stories are attacked, and the freedom and spontaneity with which the
children are encouraged to interpret the characters and action.

The playing of stories can be made the most serious work of the day
and there are endless opportunities for reading, writing, spelling and
language lessons in connection with it.

The word play has frightened a great many educators, but we are
beginning to realize that the play spirit is the art spirit, and that the
hardest work is often the most delightful.

Play with little children is a mood — a method of attack, and has
little to do with energy or effort, except that a child puts forth his best
effort when he is In a playful, happy, creative mood.

96 THE SCHOOL

Gesell says: "Dramatic work should be begun in the kindergarten,
and should proceed with increasing complexity throughout the grades
It should have its initial start in the simplest representations and should
be well -v^'ithin the grasp of the players."

The simplest form of representation is the pantomime, and this may
be begun in connection with the reading lessons. For instance, one
child may represent some simple action in pantomime, which another
may interpret in some simple sentence to be written upon the black-
board. When the board is full of such sentences, the review of the
reading becomes quite simple — every child is eager to choose and illus-
trate a sentence without telling which one he intends to take. Thus all
the sentences are re-read and the words are fixed in the minds of the
pupils by means of the illustration.

Simple character sketches may follow, in which the child portrays a
character by means of gestures or movements of the body. Animals
may be represented. Moods may be portrayed as: "A Tired Child,"
"A Happy Girl," "A Lost Boy".

Children grow in their power to represent, and language develops
rapidly.

Tableaux may be organized to emphasize position of the body and
ease in facial expression. Thus the children gain self-control, which is
reactionary in other lines of work- The tableaux may represent:
"Indian Life," "A Camp in the Woods," "The May Queen," or "A
Reading Lesson."

After character sketches have gained strength, the children may
choose stories with simple plots. Mother Goose lends much toward this
style of expression, "Mistress Mary"; "Jack and Nimble"; both
verses of "Jack and Jill"; "Simple Simon Went A-Fishing"; "Little
Jack Horner"; nursery stories as Little Red Riding Hood or The Three
Bears.

The child must be thoroughly acquainted with the story or he caitnot
live it again. Dramatic work is imaginative work interpreted by the
child himself. "The story must have abundant action and divide itself
naturally into parts. The teacher must have a definite synopsis of the
story clearly in her mind — a beginning, a middle, and an end. She should,
by discussion with the children, divide the story into these parts, so that
the sequence of events will be held clearly in mind."

Why not make drawing a play exercise? Children delight in free
expression with the chalk on the blackboard, or the pencil or brush.
Kindergarten and primary children are in the expressive language period
of development and every opportunity for such development should be
given to them. Children have a sense of humour and thoroughly enjoy

THE FUSION OF WORK AND PLAY 97

telling a story with the chalk or pencil. I watched a little fellow illus-
trate the story of "The Organgrinder and his dog and monkey". No
game could have gi.ven more pleasure.

Work in day can be made as playful as one could wish. When
a child makes a set of dishes for her doll's house, the true fusion of work
and play takes place. She enjoys every movement in the modelling,
because she anticipates the pleasure of possession. The same thing is
true when she cuts out and makes a dress for her doll. There is work
involved— accurate measurement, precise cutting, careful stitching
and hemming, but the pleasure of accomplishment is again upper-
most.

Weaving enters the same realm of work and play. The child weaves
a cap, scarf or muff for her doll. She works steadily, but all the while
the play spirit predominates. She is playing out future experiences in
miniature. She may weave a hammock in which to swing her doll or a
rug for her doll's house or she may construct the furniture for the house.
Every nail driven means efTort and work. But the child does not rebel.
The fusion between play and work is so complete as to make it difficult
to tell where play ends and work begins.

■'School work need not be irksome in order to be profitable. Joyous
purposeful activity is the secret of honest living."

Can the play spirit enter into the literature lesson. Take this verse
of Stevenson's: —

How do you like to go up in a swing,

. Up in the air so blue?
Oh, I do think it the pleasantest thing.
Ever a child can do.

The very poetry of motion is in every line of the poem.

We built a ship upon the stairs.
All made of the back bedroom chairs,
And filled it full of sofa pillows
To go a-sailing on the billows.

Of course a solemn-faced teacher can never secure a playful mood in
the schoolroom. This playful spirit may enter into all number work.
The pupils may play store and gain many number experiences. They
may use toy money and become acquainted with values in their play.
They may measure the cords in their hammocks and the wood for their
furniture. They may play dominoes and gain many number relations.
There are many number games giving pleasure and yet teaching the
facts of number through their functional use.

Gesell says: "The great tragedy of the age is the suffocation of the
creative instinct of workmanship by thwarting by formal environment.

98 THE SCHOOL

The problem of pedagogy is to so reshape life that all the latent sprightli-
ness, plasticity, geniality and creativeness of children and of men and
women will come to their fullness."

Is not this a plea for more freedom and play in work in our schools?
Frederick Burke pleaded for this free play years ago. He said: "Where
is there time for it anywhere else? It is the child's right and need to
express himself in free play and we have no right to pen him up for hours
every day and expect him to become an all-round man.

The plays of childhood should be spontaneous. Many kindergarteners
and primary teachers superimpose games upon little ones which are
aduU conceptions of play — not a child's. We would do better to allow
the children to guide us.

When play was first introduced into the primary room, boards of
education and parents became alarmed for fear that little children might
gain a wrong idea of the meaning of school. Now they realize that more
real work may be accomplished in the spirit of play than in the olden
days. Relaxation reacts upon the nerve centres of the brain and the
child is able to retain more.

Play is the natural teacher of the child, as of the young animal.
Through play he gains control of his body.

Excursions to fields or parks or woods in search of flowers, butterflies,
bugs, minerals; for the study of birds and their nests and of animals in
their native haunts and fishes in their natural element, may be made
sources of great pleasure. Trips to the zoo, followed by games des-
criptive of the animals seen, may be made a great incentive to keen
observation.

Learning to read is now a joy in the kindergarten and primary school.
The children are met at once by familiar characters of Mother Goose,
who in their childish imagination have become friends and play-
mates.

But educating a taste for literature is just as important as learning
to read. The emotional life of the child must be cultivated by dramatic
play and social co-operation. The culture of the imagination must be
reached by means of good stories, well told and relived in play.

"Childhood is the gateway to a larger experience, and the path over
which the child is led broadens into the great highway over which the
youth may walk alone. Here will be enacted the drama of the soul.
Here will the child, now a youth, meet spiritual triumph and defeat;
but if in childhood the beauty of life and its freshness have been preserved
to him, he will carry the blossoms of imagination and the fragrance of
happy hours to guide the ardent feet of youth in clean cool places."

THE STORY-TELLER

99

Some dear little children went to Fairy

Land,
To see the Fairies work, and join the

Fairy Band.
Said they to old King Fairy:
"May we come and live with you?"
He put his glasses on and said:

"Well now, what can you do?
Can you work, Can you play?
Can you sing all day?
Can you make folks happy,
Can you make them gay?
Can you jump? Can you run?
Can you make lots of fun?
If you can, you may come
You may come, come, come."

The children then took hold

Of old King Fairy's hand.

And went to all the poor

And sick folks in the land.

They went to the poor children.

Who had to work all day.

They helped them with their little tasks

And taught them how to play.

How to work, how to play.

How to sing all day.

How to make folks happy.

How to make them gay.

How to jump, how to run.

How to make lots of fun.

If you can; will you come?

Will you come, come, come?

The Story =Tener— Her Qualifications and Preparation

ANNIE J. WORKMAN.
Hope Farm, Verbank, N.Y.

THE one who tells stories to children should have some knowledge
of what experts in child study have given to the world regarding
the characteristics and interests of children in the different
stages of development. This will help her to understand why the group
that has listened spellbound during the recital of many a fairy tale begins,
after a while, to ask "Is that true?" or to say "Tell us a really true
story". A knowledge of child study will help her, too, in the prepara-
tion of her story, leading her to choose an attractive opening sentence
and to eliminate unnecessary details.

A broad culture increases the efficiency of the story-teller. She
should have a knowledge of what constitutes good literature and a wide
acquaintance with that literature, not merely for the sake of the wide
field from which stories may be chosen, but more for its broadening effect
on her own life.

The story-teller should be sensitive to passing impressions and able
to retain and make use of such impressions in her work. She should have
theability to see the dramatic possibilities of the material and to develop
this into story form to use as opportunity offers.

An absolute essential for successful story-telling is the ability of the
narrator to enter into the spirit of the story, to be the different characters

100 THE SCHOOL

introduced. A story into the spirit of which one cannot thus sympatheti-
cally enter should be excluded from one's repertoire.

While some may think that the ideal story-teller is born, not made,
the fact remains that to accomplish results really worth while from the
educator's point of view, preparation should be made along several lines.'
Attention should be given to the problems of the beginnings of the
different great races. This will make possible a more intelligent handling
of the stories coming from these several sources. The different types
of stories, both ancient and modern, should be studied and from these
should be chosen for most frequent use the types which make a special
appeal to the narrator, although other stories will be told as circum-
stances demand.

The story-teller should cultivate her speaking voice, aiming at
distinctness of enunciation and pleasantness of tone. The voice should
be raised only loud enough to be heard comfortably by the group which,
if composed of children, should be seated as near as possible to the
narrator because, with them, mental nearness depends somewhat on
physical nearness.

Before preparing a story one should decide the specific purpose for
which the story is to be told, because on this depends somewhat the
method of handling, the placing of emphasis. It is true here, as elsewhere,
that a weapon fired without definite aim accomplishes little.

In order to have a good background for the story, to be able to
answer questions that may be asked, one should know as much as possible
of the manners, customs, and environment of the characters of the story.
For example, when preparing some of the interesting legends of the red
man, one should know what out best histories and geographies tell us of
our brothers of the forest and plains.

When it comes to actual preparation of the individual story, divide
it into scenes as a play is divided and visualize each scene. Eliminate
non-essentials and aim at simplicity of language. Use direct narration
as far as possible. Make the first words striking, and lead quickly into
the movement of the story, which should be simple, clear, and direct
throughout. When the climax has been reached, bring the narrative
quickly to a satisfying end. Practice the story always with the attention
fixed on the scenes and suitable words will come easily. Do not memorize
the words, except in the case of especially beautiful passages, or the
conversations given in the best versions of such popular stories as "The
Three Little Pigs," or "The Three Bears." Get into the mood of your
story before you begin or your hearers will get little from it.

There are a few hints which should serve to increase the likelihood
of success in this work. Do not hurry your story, but give time for every
point and shade of meaning to be grasped, especially in humorous stories,

STORY-TELLING IN THE PRIMARY ROOM 101

where time must be allowed for enjoyment of the jokes. In order to be
heard in a large room, speak distinctly and direct your attention to those
farthest away. The history of story-telling and children's literature is a'
phase of our preparation that should not be neglected. This interesting
topic will be dealt with in the next article.

Story=Telling in the Primary Room

AGNES IRIS WATTERS.
Cottage School, Calgary

EVEN with eleven specifically stated subjects in the Course of Study
for Grade I, thereunto should be added another — that of story-
telling. Do you primary teachers ask why, why add another
subject to the already over-freighted curriculum? Well, a number of
very good reasons could be advanced. The first that comes to mind is
that it makes children so happy. (And if you succeed in this one point
you are a long way on the right road for a successful teaching career.)
Just as soon as "story-time" is announced the atmosphere of the primary
room is transformed. Such joyousness lights up the little faces! Such
hand" clappings! Such long-drawn-out expressions of "Oh goody!
goody! Goody!" These expressions of delight of themselves are almost
sufficient justification for the general introduction of the story-telling
;riod into the primary room. The satisfying of that deep-seated love
^ittle children have for stories is well worth while. You can get into
Sympathetic relations with them in no quicker way, and thus establish a
ine basis from which to direct future work.

Telling stories to children can be made to serve many purposes.
It can be so used that it becomes one of the greatest incentives to children
to master the mechanics of reading in order that they may soon be able
to read stories for themselves. It is one of the best means of developing
sustained attention — that one supreme difficulty of the primary teacher —
of training the fleeting little brain to "attend" for even a brief time.
It provides just the right material for the relaxation periods, giving that
relief to tired little brains in a way to which no other form of recreation in
any way compares. For developing the powers of expression the "story "
stands pre-eminent. Shy, reserved, backward, self-conscious little beings
become so absorbed in a story that for the time self is forgotten and they
spontaneously burst intospeech. An instance of this occurred in a primary
rr)f)m. A six-year-old boy came in from the farm to attend school in the

102 THE SCHOOL

city. For three days he attended school without saying a word, but he
was listening and taking in what he heard. The third afternoon, the
teacher, hoping to elicit some response, told his class about the antics
of a calf she knew when she was a little girl on the farm. His timidity
and reserve vanished and his tongue loosed, for he broke into the story
exclaiming: "Gee! you ort tuh see our Liz's calf stick up its dang tail and
run." That his language was not just the correct pure English we
prefer to hear is true, but the child's power of expression was evolved
and the teacher's effort rewarded.

In no more advantageous manner can the moral judgment be
quickened into consciousness than through the judicious telling of stories.
It is not necessary to point out the moral. Indeed if the story is not of
sufficient strength to set forth the moral it would better be left untold.
A much better plan would be to tell story after story containing the
moral until the implied appeal goes home and the children give signs that
the leavening process has begun.

To be able to make good selections we must understand children;
and if we have made any study whatever of childhood we will have
learned that children are intensely active, very imaginative, generally
sympathetic toward their kind and toward animals, full of curiosity,
interested in all living things, lovers of motion, be it of wheel, bird, or
fish, and observant of the doings of the people around them. Their
purposes are usually simple and direct; they are emotional rather than
intellectual; they delight in repetition; they imitate, imitate, what
they see and hear; the love of rhythm is innate in them; and they
are very susceptible to suggestion.

It seems to me that that native love children have for stories has
its origin in just such characteristics as these, and so a careful study of
these characteristics would surely be a safe guide in the selection of the
kind of story children like, and the kind to which they will readily
respond.

We can delve into our store of literary lore and pick out stories that
will foster, nourish, and enrich each one of these traits, and thereby in
the most pleasant way lay a sure foundation for a love of good literature.
For in choosing stories for little children we should always make sure that
the stories are such as to constitute the first steps toward introduction
to the realm of literature. A limitation which is at once exacting and
inspiring is set when we recognize and designate the stories of the primary
room as literature. That very classification carries with it certain well-
recognized standards, and tends to improve the quality of our selection.
It would naturally follow that the more familiar primary teachers are
with general literature, anci the more developed our taste, the better we
are able to select stories for children. 1 imagine most of us need to

STORY-TELLING IN THE PRIMARY ROOM 103

become better acquainted with the principles of literary criticism, for
then we should be more able and ready to examine critically the stories
we are using, and to subject new stories to tests that are not narrow or
personal.

In order to be able to apply such tests the primary teacher must
cultivate a catholic taste; she must saturate herself with folk and fairy
lore, with myth and legend, as well as with modern literature for children;
and she must cultivate a keen sensitiveness to worth and beauty.

There are many stories from among the nursery classics that have
stood the tests, such as Cinderella, Sleeping Beauty, Silverlocks, Goody-
Twoshoes, etc. Such as these have satisfied the imagination and fed the
spirit of the human race since its infancy, and are suited to the young of
all races and all times. We need not hesitate to use these, nor do we
need to apply a literary test, for in the repeated telling and re-telling
these old stories have been so polished in form that from the standpoint
of perfection of finish they are well-nigh impossible to imitate.

There is one class of story which of a surety should be in the selection
and that is the story containing good, wholesome humour. The saving
sense of humour cannot be too early inculcated, inoculated if you will,
into the very fibre of the little child's being. I believe it would be better
than vaccination — it would ward off that terrible danger of becoming too
prosaic, too practical, too dense to legitimate fun. You all know the
tiresome, impossible, moody, over-sensitive, wooden, "slow-in-the-take-
up" type of person. Check, uproot if possible, these tendencies apparent
in children, by repeating Mother Goose nonsense rhymes. Take them in
imagination to Brer Rabbit's hut to visit the little Rabs, or tell them
"Pinocchio," the pranks of which are symbolic of a boy's development,
or tell " Racketty Packetty House" by Mrs. Burnett. This is a book
containing a story bubbling over with fun.

In conclusion let me name some books from which, in my opinion,
very good stories can be selected for telling to children in the first grade.
"Bed-Time Stories" and "Old Mother West-Wind's Stories," by
Thornton Burgess; "In the Child World," by Emilie Poulsson; Miss
Mulock's " Brownies"; " Poomiac," the little boy of the north whom Dr.
Grenfell found and cared for in his floating hospital ; " Fairy Stories every
Child should know"; " Fairy Stories Children Love"; Stories in "Learning
to Read," — the manual that goes with the Aldine Primer; "Stories to
Tell to Children" by Fannie E. Coe; " Instructor Literature Series" from
Hall & McCreary, Chicago; "The Little Classic Series" from A. Flana-
gan Co., Chicago*; "How to Tell Stories and Stories to Tell" by Sara
Cone Bryant.

High School Debating in Alberta

A. E. OTTEWELL.
Secretary, Department of Extension, University of Alberta

"^ I ^HERE are few people who reach mature manhood or womanhood

I without having been conscious at some time of a desire to be
able to speak effectively and convincingly on controversial
subjects, and yet comparatively few persons possess this faculty.

"Indeed those who have followed with any degree of interest the
efforts of the average person at public speaking will be inclined to accept
Lewis Carroll's well-known postulate: 'Let it be granted that a speech
may be made on any subject, and at any distance from that subject.'
The ability to speak convincingly and with effect is not one which comes
by chance nor is it merely a natural endowment. Like most other so-
called 'gifts' it is capable of infinite development, and few other faculties
will repay the time and effort spent in their cultivation more richly than
will this of effective public speech.

"All things else being equak, the man who has the ability to present
his ideas and arguments convincingly will possess immensely greater
prestige and wield a far greater influence on the public life of his time,
than the man who does not possess this power can hope to do. If it is
true that the battles of the Empire have been first fought and won on the
playing grounds of Eton and Harrow, it is no less true that the debates
in the Mother of Parliaments, when matters of international importance
are being discussed, are first fought in the debates of the 'Oxford Union',
and kindred societies.

"The logical time for the commencement of such a training is in High
School days. Hence it is that among the activities organized by the
Department of Extension of the University of Alberta to which it
attaches a great deal of importance, the High School Debating League
takes a prominent place."

So runs the introduction to the pamphlet sent out from the Provin-
cial University to the High Schools of Alberta, and in part it well ex-
presses the object of the Provincial High School Debating League.

But apart from the value to the debaters themselves of a training in
the art of public speaking, important educational work can be done for
the communities where debates are held. There is no need to mention
the weaknesses — to call them by no worse name — which have been
exhibited by our so-called democratic system of government. The rule
of cliques and bosses, the predominant influence of large moneyed

[104]

HIGH SCHOOL DEBATING IN ALBERTA 105

interests, the corruption of our public life, are made possible and continue
because our electorate as a whole have not learned to think straight and
express themselves clearly on public questions. Neither, have we
developed the ability to weigh issues and properly value arguments. As
a result, at succeeding elections, men of straw are set up by the politicians
and knocked down again for our edification, while too often the real issues
are kept in the background.

By a careful choice of subjects it is possible to have important
questions discussed in many communities by students who have carefully
studied the a\ailable material and examined arguments pro and con.
By means of debates numbers of people, who otherwise would be in-
diflferent, can be induced to listen to these discussions.

The Provincial High School Debating League of Alberta is organized
by the Department of Extension of the University of Alberta with the
co-operation of the Principals and of such High Schools as choose to enter.
All schools where work up to and including that of Grades XI and XII
is taken are eligible to enter, only bona fide students of academic standing'
not higher than Grade XII being allowed to represent their schools.

The choice of subjects rests with the Department of Extension.
During the past four years the following have been among the questions
discussed: Consolidated Rural Schools, Oriental Immigration, Direct
Legislation, Compulsory Military Service, Simplified Spelling, Military
Training in Schools. This year the proposed subjects are: The Place
of Motion Pictures in Education, The Gary School Plan, and the Literacy
Test for Immigrants.

Interest in the contests is maintained by making the debates double;
that is, on the same evening, of two schools each sends a team to visit the
other, the visiting teams taking the affirmative or negative as the case
may be. The school whose teams win by the larger total of points out of
a possible two hundred is the winner of the series. Points are awarded
on three conditions: argument, style and language, delivery and deport-
ment. Up to the present the judges have been local, but it is likely that
for the future judges will be supplied on the circuit plan.

A silver cup is provided as the trophy for the final debate which is
held each year at the University, the expenses of the teams for this con-
test being paid by the University.

Leading up to this final is an elimination contest when the schools
competing are arranged by districts in groups of four.

Beginning with five schools in the school year 1912-13, the munber of
entries has steadily increased until last year twenty schools competed.

On the whole the results have been most gratifying. The quality of
the debates has steadily improved. In rendering his report, one of the
j'udges of the final debate, who is a prominent barrister and legislator.

106 THE SCHOOL

stated he had never heard anywhere speeches which for choice of
language and accuracy of expression, excelled those made by the debaters.

Another surprise is the extent to which the children of non-English
speaking parents have taken creditable part. Two years in succession
saw debaters whose native tongue was not English, who in some cases
were not even born in Canada, win places in the final contests.

As a training for intelligent citizenship, as an aid in the development
of healthy school spirit, as an exercise in clear and forceful expression
of thought, and as a means of interesting the public in the work of the
schools, we believe the Provincial High School Debating League has
accomplished much and has a successful future before it.

Book Reviews

Children's Catalog of One Thousand Books. Compiled by Corinne Bacon, 163 (large)
pages, price $2.00. The H. W. Wilson Co., New York. This compilation is a careful re-
vision of the 1909 catalogue, which was based on 24 selected library lists. In the pre-
paration of this edition, 28 other library bulletins and juvenile lists have been consulted.
The work of sorting all these lists and deciding on the final thousand titles has been done
by Miss Bacon and three well-known library authorities on children's reading. This
collection represents, therefore, the collective judgment of a large number of the best
librarians of the United States. "The Books are entered under author, title, and subject,
arranged in our alphabet with connecting references". Over 200 volumes have been
analysed more or less fully, and many notes have been inserted regarding the best
editions for children's use. This is a splendid list, most conveniently arranged, and
should be of very great assistance to teachers and librarians. Besides this catalogue the
Wilson Co. published one with 2,000 titles at J4.00, and another with 3,500 titles at
$6.00. Those who have purchased cloth-bound copies of these catalogues may also
secure cheap paper-bound editions. G. M. j.

Office Practice, by Mary F. Cahilland .\gnes C. Ruggeri. 245 pages; numerous illus-
trations. Price 90 cents. The Macmillan Co., Toronto. This book seems to cover
everything needed for successful and efficient office work. It should be an excellent book
for commercial classes in public and high schools. Teachers of this work will appreciate
its value. w. j. d.

Annual Report of The Schools of New Brunswick. Dr. Carter's .'\nnual Report always
makes interesting reading. This one shows that steady progress is being made in educa-
tion throughout the whole Province. Teachers, schools, and pupils are increasing in
number. Attendance is more regular. Salaries of teachers are on the up grade; much,
however, remains to be done before they can be regarded as satisfactory. There are still
too many salaries of J300 even in fair-sized towns. p. s.

The Building of Cities, by Harlean James. New York, The Macmillan Company,
Toronto, 1917. This book contains very valuable information respecting city building
and planning. But the form in which it is conveyed is most annoying. Is it necessary
to use Past, Present afid Future as persons? Or Every girl, Any city, Everj' boy as part
of the stock-in-trade for dialogue? A simple, straightforward narrative would serve the
purpose equally well. P. s.

Alberta Summer School for Teachers

J. C. MILLER, M.A., PH.D.
Director of Summer School for Teachers

THE people of Canada should realize that one of the vital services
of the present moment for the nation is that of providing the
boys and girls of the present the best possible preparation to
meet the problems they will have to face as they grow to maturity
and take our places in positions of responsibility and of service. In the
stress and strain of the present great struggle we must not lose sight of the
situation these young people will have to meet in the future. They will
have to meet it, either successfully or otherwise, for they cannot avoid it.
It is our responsibility to see that nothing is left undone which will make
them more efficient, more alert, more imbued with high ideals and noble
purposes and at the same time equipped with the technical knowledge and
the methods to give effect to such noble purposes, to the end that progress
be made toward the high ideals conceived.

It is the realization of the special significance of the education of the
children of the present generation which has led the Department of
Education to continue the Summer School for Teachers which has been
held annually for the past five years. Its purpose is to assist the alert and
progressive teacher to improve her qualification to render more efTective
service in fitting the children to meet life as they will have to meet it.
In spite of the special conditions of the time and the many other calls,
the teachers responded splendidly — over three hundred being in attend-
ance. A staff of over twenty-five specialists was needed to care for the
programme of instruction. Fifty-one different classes met daily. The
usual courses were offered in each of the following subjects: nature study,
agriculture, biology, botany, zoology, physics, chemistry, household arts,
household science and dietetics, household management, art methods,
drawing and painting, design, mechanical drawing, woodwork, manual
arts, physical training, folk-dancing, first aid, home nursing.

This year, a special short normal course was provided for qualified
teachers from Great Britain and the United States for the purpose of
giving them the supplementary instruction needed to enable them to fit
more easily into the school work of the Province. A group of twenty-
five teachers was added to the provincial teaching staff in this way.
Fifteen young teachers qualified for the Physical Instructor's Certificate
under the Department of Militia, over fifty teachers qualified for First
Aid or Home Nursing Certificates under the St. John's Ambulance

1107]

108

THE SCHOOL

Society.. This is a most valuable qualifi-
cation, especially for teachers in rural dis-
tricts. The courses most favoured, how-
ever, were those in agriculture, nature
study, household arts, and art.

One of the distinctive features of the
Alberta Summer School is its sociability
and the"school spirit" among the students.
The "spirit" of the school seems to ener-
gize everyone and to bring them into close
comradeship in work and in play. The
student organizations were all under way
in their various enterprises before the end
of the first week. The Red Cross Circle
was able to raise over $400 in cash, besides
many articles involving knitting and sew-
ing for the Red Cross Society. The
Students' Orchestra and the Glee Club
; were successfully developed this year for
] the first time. Their contributions on
; social evenings and their entertainment of
\ the soldiers in the Convalescent Home
^ and Military Hospital were much appre-
; ciated.

= The Minister of Education, at the clos-

ing function, intimated that the success of
the school had been such as to justify plans
for an expansion of its programme of work
so as to enable it to render service to an
even wider range of interests. No doubt
the time will come when all phases of the
educational problem will receive attention
at the Summer School. It is rapidly
becoming an important factor in developing
a spirit of unity within the profession and
in stimulating the teachers of the Province
to greater efforts toward a higher and more
eiTective type of service.

Teacher (pointing to picture of zebra) : Now,
children, what is this? "

Henry: "A pony in a bathing suit "

student Government by means of a School Parliament

(How THE Students in Qu'Appelle manage their own affairs.)

W. A. CRAICK.

MOCK parliaments have long been regarded as an instructive and
diverting form of entertainment in connection with the pro-
grammes of literary societies and other students' organizations.
They have not only afforded opportunities for the development of facility
in public speaking and keenness in debate, but they hav'e provided an
object lesson in the mode of conducting a legislature in a democratic
country. From both standpoints the experience derived is valuable and
for these reasons, apart from all other considerations, the holding of such
parliaments is desirable and should be encouraged.

The ordinary mock parliament, howeiver, features but one phase of
popular gov^ernment. Its imitation stops with the imaginary enactment
of legislation. There may be all the forms and usages of majority rule,
with a ministry, a speaker and all the other recognized officials of the
house, but the functions of the legislature cease when the members
adjourn. Useful as such an organization may be as an instrument of
instruction in the methods of law-making and valuable as is the experience
in public sf)eaking which it affords,, yet it is really a most incomplete
replica of an actual parliament.

What is lacking is some connection between the legislative and the
executive functions. Administration and observance of laws are quite as
important in real life as is the enactment of laws and a system, which will
enable students not only to introduce, debate and pass resolutions in
regular parliamentary form but afterwards put them into effect, is bound
to prove of far more real educative value than the holding of any number
of sessions of a mock legislature.

There are to-day sufficient activities in the everyday round of school
life, outside of the purely academic features of the work, to furnish ample
scope for the operations of a students' parliament. Not only would
sports and other forms of amusement and entertainment be fitting
matters to be dealt with through the medium of such an organization, but
discipline might with marked advantage be left in this way in the hands
of the students themselves.

An interesting illustration of what could very well be done in any
High School to establish a student government for the control of all
outside activities is to be found in Qu'Appelle, Saskatchewan. The

1109]

no THE SCHOOL

schools in this ■western town have been leaders in several movements of a
progressive character and in the students' parliament, established a few
years ago, they appear to have devised a scheme which is proving of great
value, not alone in the management of school affairs, but in the develop-
ment of an intelligent and superior type of youthful citizen.

"It is difficult," writes R. F. Meadows, B.A., Principal of the Qu'-
Appelle Schools, " to give to anyone who has not seen the students, and
who has not spent some time with them in sports, in social activities or in
business meetings, an adequate idea of the effect upon them. It is clear
that the type of student being evolved is distinctive. Contact with them
brings out that fact. Physically they are conspicuous. Socially and
morally they are superior. They face life with a clearer vision and a
steadier grasp upon its vital operations than I have hitherto been accus-
tomed to see."

In so far as the parliament itself is concerned, its constitution and the
manner of its election follow along customary lines. The Principal
represents the sovereign. At the opening of school in the fall, he names a
governor-general, who is to hold office for the year. The governor-
general in turn issues a proclamation dissolving the previous year's
parliament and calling a new one. For election purposes the school is
divided into five constituencies, which bear the historic names of Ypres,
Festubert, Verdun, Valcartier and St. Julien. There is a returning
officer for each and nominations and elections are held in due course, the
voters being the students in the High School and the eighth grade of the
Public School.

There were originally two political parties in the school, known as the
blues and the reds, but a third party, the greys, has morfe recently sprung
into existence. Prior to the day of the election, party platforms are laid
down and meetings are held with a view to gaining the support of inde-
pendent voters. Much campaign literature, including cartoons, is
circulated and excitement runs high.

The election determines which party shall hold the reins of power
for the year. After it is over, in order to make the parliament thoroughly
representative, every student becomes automatically a member. Each
boy or girl is provided with the name of some' Dominion constituency
and as member for that constituency, he or she is addressed during the
sessions of the house. Meanwhile the governor-general calls upon the
leader of the successful party to form a government and a ministry is
selected from among his following.

Parliament is conducted in the customary way. A speaker, deputy
speaker and clerk are elected. The governor-general appears and reads
the speech from the throne. Legislation is introduced, debated, voted
upon and passed or rejected. In short, the sessions are quite like those in

STUDENT GOVERNMENT 111

ordinary mock parliaments, with the one important exception that the
business transacted is not make-beHeve but genuine. The students'
parliament actually intends to put into force the measures which it enacts.

As in the nation's parliament at Ottawa, so in the model parliament
at Qu'Appelle, the carrying out of the legislation placed on the statute
books is entrusted to a cabinet. In addition to the premier there are in
this cabinet seven ministers, presiding over departments of justice,
finance, agriculture, public works and playgrounds, entertainment,
health and the post ofifice. Each of these ministers has certain definite
functions to perform and each is responsible to parliament for the proper
administration of the duties of his or her department.

The minister of finance is charged with the care of all moneys raised
at entertainments or in such other ways as the parliament may sanction.
He or she must look after the deposit of this money and the settling of
bills. Accounts must be kept and a monthly statement of receipts and
expenditures must be prepared and present'ed to parliament.

The minister of agriculture is naturally concerned with agricultural
affairs and at Qu'Appelle school, these have become quite important, for
the students go in extensively for school gardening and kindred activities.
An annual flower and vegetable show is held, which in itself is a large
undertaking. The minister is supposed to supervise all these matters.

The postmaster-general, who is also secretary of state, is entrusted
with the care of all newspapers coming to the school. She, for it is a
young lady who at present holds the portfolio, brings the papers from the
post ofifice and places them in their racks in the reading room. New and
renewal subscriptions are handled by her and all correspondence passes
through her hands.

The minister of health is in charge of an important department.
One of the earliest acts of parliament was to order the procuring of a set
of weigh scales and to direct that every student's weight, and height
should be taken and recorded once a month. The duty of securing these
statistics devolves on the minister of health. It is also one of his func-
tions to make the pupils go into the open air for at least five minutes at
recess, as well as to see that windows are opened for the proper ventilation
of the class rooms.

The minister of entertainment superintends the socials, play days,
toboggan nights, concerts and other entertainments, which are held
pursuant to the resolutions of parliament. She, for it is appropriately a
young lady again who holds the position, acts as hostess at teas given
at the school and arranges for the entertainment of visitors from other
schools.

Finally, the minister of public works and playgrounds is required
to keep the tennis court in repair; to make the toboggan slides in winter;

112 THE SCHOOL

to fix broken apparatus; to raise flags and, in short, to do everything
necessary in connection with the care of the school grounds. It is also
his duty to encourage students in games and sports.

The achievements of the school parliament since its organization
have been neither few nor small. True, many of the things it has
accomplished would probably have been done in any case, either through
the initiative of the teachers or through the efforts of school leaders, but
the training the Qu'Appelle children have received in originating and
carrying out schemes for themselves under a parliamentary system is an
added advantage which should not be overlooked.

They have raised mon^y and built for themselves a tennis court and
toboggan slide. They have procured and erected swings. They have,
as already mentioned, bought scales and ordered that a record of "weights
should be kept. Experiments have been made in the growing of vegeta-
bles and the results reported in the local papers. Visits have been
organized and paid to the experimental farm at Indian Head. Exhibi-
tions of garden produce have been held. Play days, in which students
from other schools have been invited to participate, have been success-
fully carried out. In short, much has been done through co-operative
effort that otherwise might not so easily have been accomplished.

The basic principle in the parliament, according to its originator,
Principal Meadows, is preparation for living by living. Living requires
doing, not merely hearing or seeing. So the students are encouraged to
do things and the things that they do are in a sense like those that must
be undertaken by worthy citizens.

"The parliament is an effort to reduce the student's life to the natural,"
states Mr. Meadows, "to take him out of the artificial restrictions im-
posed by educationists. These restrictions result from endeavouring
to get knowledge, from devoting too much time to study and from
isolating the student from his human surroundings. Not that the student
is bodily isolated, but that he is isolated in action, is the criticism I offer
of many schools."

" Graduates of our schools must fill some position in life. They
should therefore receive an education along democratic lines — debating,
organizing, considering, planning and acting with their companions, who
will be with them through life or who will give place to others of a like
nature. These students of ours are circumscribed at every turn by a
democratic society upon which they depend and which depends on them.
Hence if schools are to educate they must educate along these lines."

A teacher asked her class to explain the word "bachelor" and she was amused
when a little girl answered, "A bachelor is a very happy man."

"Where did you learn that? " asked the teacher. " Father told me."

Nature Study for October

PROFESsbR G. A. CORNISH, B.A.
Faculty of Education, University oi Toronto.

DEW.

Observations by pupils. — Have pupils rule four vertical columns
in a book like the following:

Date.

Windy or
still.

Sky dear or Dew, light, heavy
cloudy. 1 or absent.

Oct. 1
Oct. 2

Windy
Very still

Cloudy
Clear

None
Heavy dew

Then rule thirty-one lines across the page and make weather records in
the table for every day in October according to the above model. The
data for the second and third columns are to be obtained from the
conditions of the evening, not the day. The amount of dew can be
observed the following morning as soon ^ the pupil is up. Attention
should be drawn to the records two or three times during the month
in order to see whether there is any correlation between the amount of
dew and the other factors observed. At the end of the month the pupils'
records will show clearly that the heaviest dew occurs on clear, still nights
and that little or no dew is deposited during windy or cloudy nights.

Experiments to be performed by the pupils. — (1) In the evening
place on the grass of an unshaded lawn or field various objects such as
stones, white woollen cloth, black woollen cloth, iron, glass, etc. Observe
them in the morning in order to find on which dew is deposited most
copiously. It will be found deposited on all the objects, but more
copiously on dark objects than on light ones, on dull, rough objects than
on smooth, bright ones, and on poor conductors than on good conductors.

(2) Place an inverted glass vessel (a tumbler) on the grass in the
evening and examine it in the morning in order to find whether there is
dew on the inside as well as on the outside, and whether there is more on
the outside than on the inside. Dew appears on both the outside and
inside of such a vessel but it is more copious on the inside.

(3) Repeat experiment 2, except that instead of placing the glass
vessel directly on the grass, a glass plate is slipped under it so that the

11131

114 THE SCHOOL

glass rests on the plate and not on tht grass. Better still, place the glass
vessels side by side, one on the grass, the other on the plate. Now
scarcely any dew forms on the inside of the vessel on the plate, while the
amount on the outside is the same as in the preceding experiment.

(4) Place an inverted glass vessel on the ground in a place which is
bare of grass but unshaded. Examine the inside and outside of the glass
vessel for dew. There will not be so much dew on the glass in this case
as in experiment 2.

(5) On a humid, cloudy day, dry the outside of a glass vessel and fill
it with water containing a lump of ice. Examine the outside of the vessel
from time to time. A very fine mist will first form on the outside; this
becomes thicker, and the little drops run together to form larger drops.
Finally the drops become so large that on account of their weight they
run down the sides of the vessel.

Information for the teacher. — As one sits in front. of a hot stove
his clothes will become so warm that the hand can scarcely touch them,
yet the hand can be held much closer to the stove with impunity. The
stove makes the clothing hotter than it does the air much closer to it.
We say the stove radiates heat. It sends it out in great waves which travel
at a tremendous rate into space. Just as a water wave is reflected back
if it strikes an object in its course, so it is quite possible for the heat
radiations to be reflected back to the object from which they start
These radiations can pass through air without warming it very much.

Every object radiates heat like the stove. And its rate or radiation
determines its rate of cooling. Certain objects radiate heat much more
quickly than others. A dull, black object radiates heat rapidly and a
shiny object radiates heat slowly.

Two equal-sized tin vessels are selected and one is painted dull black
inside and out. Each is filled with boiling water. The black one will
cool more rapidly than the other because it radiates heat more rapidly.

In the evening when the sun has set, all objects begin radiating their
heat into space. If there are clouds in the sky, radiation is slow, as the
clouds reflect the radiations back to the earth, but on a clear night
unshaded objects cool rapidly. As an object cools, the air immediately
in contact with it is cooled also and in time the air reaches a temperature
at which its moisture is condensed in little drops on the cold surface of the
object, just as the drops formed on the outside of the vessel of iced-water.
In time these drops run together to form dew drops. If the air is still, the
cooling object will more rapidly cool the air in contact with it, but if the
wind is continually bringing a new layer of warm air into contact with it,
not only will it not cool the air much, but it will be prevented from
cooling rapidly. Accordingly dew does not form during windy nights.

NATURE STUDY 115

But why does grass and other low vegetation receive such a copious
supply of dew? There are two reasons. The soil contains much moisture
which is being evaporated into the air. Hence the air near the grass
blades is receiving moisture from the ground throughout the night and is
more humid than the higher air; and, to add to the humidity, the leaves
themselves are continually transpiring water vapour into the air. This
explains why more dew is deposited on the inside of a glass vessel than
on the outside when the vessel is' inverted on the grass. When a plate is
put under the vessel, all the water vapour from the soil and the grass is
cut ofif and little dew is then deposited on the inside. To prove that
much of the dew comes out of the soil a Scottish scientist placed a piece
of fresh sod on a flat metal pen and weighed it carefully. He then placed
the pan with the sod on it in the hole from which the sod had been cut and
the next morning the grass on the sod was covered with a heavy dew.
He weighed the sod with the dew on it and found it weighed about the
same as the evening before, although it had several ounces of dew upon it.
If the dew all came from the air the sod should have weighed much more.
His conclusion was that the most of the dew came from the soil of the
piece of sod and from the leaves themselves. Probably much of the
water that is transpired by leaves at night does not come off as a vapour
but is condensed as drops as soon as it comes through the pores of the leaf.
These drops run together to form dew drops. Accordingly the dew comes
from three sources, the water vapour in the air, the moisture in the ground
and the moisture in the leaf.

Book Reviews

Selected Poems of Wordsworth and Tennyson, edited by E. A. Hardy, B.A., D.Paed.
Oxford University Press, Toronto. Price 20c. Dr. Hardy has produced a thoroughly
well annotated edition of the selected poems prescribed in Ontario for 1918. He has
struck a happy mean. His notes are neither too long nor too short for High School use.
They help the pupil, but leave him some chance to use his own brains, and at the same
time give the teacher some opportunity to teach. Besides notes on each poem, there are
short outlines of the lives of the authors, brief critical estimates of their work, the
departmental and matriculation literature examination papers for 1915, a list of passages
for memorization, and a good selection of sight passages from old papers. Rather
unusual features are the Ontario departmental regulations and extracts from the
reports of departmental and matriculation examiners. Everything essential is in-
cluded, and teachers will find this a very suitable text for closs work. G. M. j.

Nelson's History of the War. Volume XVI. Thomas Nelson & Sons, Toronto. This
volume deals entirely with the Battle of the Somme and gives an excellent account of
this important part of the campaign on the Western Front. w. j. D.

Diary of the War

MAY, 1917.

May 1. Sir Douglas Haigannounces that during April British forces took ig, 343 German
prisoners, including jpj officers; 257 guns; 227 trench mortars; and 470
machine guns. British steamship Cena sunk by a torpedo discharged from
an enemy sea-plane. French advance on a six-mile front from Moron-
villers towards the Valley of the Suippes, gaining ground towards Beine.

May 2. The King issues a proclamation urging economy in the use of grain. French
activity in Champagne in the Moronvillets region. British destroyer
mined and sunk in the Channel; 62 lives lost. Mr. Bonar Law introduces
the Budget which calls for an e.xpenditure of £2,290,000,000 with an
income of £639,000,000. *

May 3. Canadians capture Fresnoy in a new attack by British forces on a front of
12 miles from south of Loos to southeast of Arras. Hindenburg switch
line penetrated near Queant; Cherisy and Bullecourt entered, with great
German losses and some hundreds of prisoners; German counter-attacks
win back a little ground south of the Scarpe near Cherisy.

May 4. British make progress between Bullecourt and Queant, and near St. Quentin
and Hargicourt. French capture Craonne and gain a success northwest
of Rheims along a front of 2>2 miles. British transport Transylvania
torpedoed and sunk in the Mediterranean; 411 lives lost. Reforms at the
Admiralty announced; Sir John Jellicoe to be chief of an enlarged and
reconstituted War Staff.

May 5. French make important gains west of Craonne and southeast of Laon on a front
of almost 20 miles. The crest of the Craonne ridge won, with the Chemin des
Dames, and over 6,000 prisoners. After fierce fighting the British capture
a small section of the German front line near Lens. Venizelist troops, in
conjunction with the French, capture enemy positions in Macedonia.

May 6. French take 2,100 more prisoners when the Germans counter-attack on the
Aisne heights. War conference held in Paris. The German party, which
escaped from the Rufiji Valley, East Africa, reaches Kitunda, en route
for Tabora.

May 7. An enemy aeroplane bombs London; one killed, two injured. Frenchextend
their positions south of Sapigneul. Australians widen their grip on the
Hindenburg line between Bullecourt and Queant.

May 8. Germans retake Fresnoy after suffering great losses. German counter-
attacks stopped by French on the Craonne Plateau; 200 prisoners. British
gain a partial success between the Vardar and Lake Doiran. Serbians
and Russians engaged in the Monastir section.

May 9. Russian Committee of Workmen's and Soldiers' Delegates pass resolution in
favour of internationalist Socialist peace conference.

May 10. Secret Session in the British House of Commons. Commodore Tyrwhitt in
charge of a scouting force from Harwich drives back into Zeebrugge a force
consisting of eleven German destroyers. Heavy fighting on the Mace-
donian front; French and Venizelists take enemy position near Lumnitza.

May 11. The War Office decides to open two new groups for the voluntary attestation
of men up to 50 years of age. Germans counter-attack south of the
Souchez River; British lose ground, but regain it later.
[116]

DIARY OF THE WAR 117

May 12. A sharp engagement at Bullecourt. Greater part of the village taken together
with Cavalry Farm, 1,200 yards of trench, and 700 prisoners. British
bombard Zeebrugge from the air and with heavy guns on monitors.
Artillery active on the Italian eastern front.
May 13. M. Gutchkoff, Russian Minister of War and Marine, resigns. Russian
detachments across the Diala towards Kifri compelled to retire. British
capture part of Roeux village.
May 14. British complete the capture of Roeux and advance their lines north of Gav-
relle. Zeppelin L22 destroyed in the North Sea. Italians open an
offensive on the Carso. Admiralty changes announced; Sir John Jellicoe
takes additional title of Chief of the Naval Staff, and Sir Eric Geddes
appointed Controller, responsible for buildings, armament and munitions.
May 15. Italian offensive results in the capture of the heights east of Gorizia and the
slopes of Monte Santo; 3,375 prisoners. Austrian cruisers sink 14 British
drifters, an Italian destroyer, and an Italian Troopship in the Adriatic;
they are driven off by H.M. ships Dartmouth and Bristol and French and
Italian destroyers; an Italian airman reduces one cruiser to a sinking
condition outside Cattaro. Russian Minister for Foreign Affairs resigns.
British capture positions on the Struma front. Germans gain a slight
success west of Bullecourt. Stubborn fighting around Roeux. Enemy
gains a footing on French front east of Fort Malmaison. General Petain
succeeds General Nivelle, who takes command of an army group, while
General Foch succeeds Petain as Chief of Staff.

May 16. British defeat strong German attempt to retake Roeux. Italians defeat Aus-
trian counter-attacks on the Isonzo. Major-General Van Daventer
succeeds Major-General Hoskins in command in East Africa. Coalition
Government formed in Russia under Prince Lvoff; M. Kerensky becomes
Minister of War.

May 17. British complete tUe capture of Bullecourt. Mr. Lloyd George's letter to
Mr. Redmond, explaining his Irish proposals, published. Italians now
hold crests of Monte Kut and Vodice, and reach western slopes of Monte
Santo; 6,432 prisoners to date.
Admiralty announces flotilla of U.S. destroyers arrive in British waters.

May 18. Mr. Redmond's reply to Mr. Lloyd George published. Italians capture Hill
6.52, the topmost peak of Monte Vodice, but are forced to abandon their
bridgehead north of Plava.

May 19. Engineer's strike settled. Fierce fighting on Monte Vodice; Austrian pri-
soners now total 7,000. New Russian Government issues a declaration
repudiating a separate peace. President Wilson decides to send an A merican
division to France under. General Pershing.

May 20. British capture a mile of the Hindenburg line between Fontaine-lez-Croisilles
and Bullecourt; all the Siegfried Line now captured except 2,000 yards to
the west of Bullecourt. Slight German success along the Chemii! des
Dames; French success on Moronvillers front; 1,000 prisoners. Italians
make steady gains on the Vodice and south of Gorizia.

May 21. Austrians attempt various diversions which fail.

May 22. Major Wintgens, commander of the German party which escaped from the
Rufiji area, captured by a Belgian column. Resignation of Count Tisza,
the Hungarian Premier. French assault on either side of Craonne.

May 23. Italians break through the Austrian lines on the Southern Carso from Kostan-
jevica to the sea; g,ooo prisoners. Four Zeppelins raid East Anglia, one
death.

118 THE SCHOOL

May 24. Italians make further advances in the Southern Carso and raise the number
of their prisoners to 10,245. British monitors assist in the attack from
the Gulf of Triste. Lord Robert Cecil announces that a Japanese flotilla
is operating in the Mediterranean.

May 25. Sixteen enemy aeroplanes raid Folkestone; 76 killed and 174 injured. Further
progress by the Italians on the Carso; prisoners total 23,000 in the fort-
night.

May 26. Italians reach Hermada and take and lose Kostanjevica. Hospital ship
Dover Castle torpedoed in Mediterranean; six missing. Brazilian con-
gress annuls the decree of neutrality with Germany.

May 27. British airmen bring down 23 German machines, .^ustrians claim 13,000
prisoners since the opening of the Italian offensive.

May 28. War Cabinet held in London. Fierce fighting on the Carso.

May 29. Admiralty announce H.M. armed mercantile cruiser Hilary torpedoed and
sunk in North Sea; 4 killed. A British torpedo-boat destroyer sunk after
collision. Mr. Barnes takes Mr. Henderson's place in the War Cabinet
when the latter leaves on a special mission to Russia.

May 30. Fighting proceeds on the Carso.

JUNE, 1917.

June 1. During May the British took 3,412 German prisoners including 68 officers.
British naval aeroplanes drop several tons of explosives on German bases
at Zeebrugge, Bruges and Ostend. French Government refuse passports
to French Socialists to go to the Stockholm Conference.

June 2. Brazilian President signs decree revoking Brazil's neutrality in war between
Germany and the United States; German ships interned in Brazilian ports
taken over. The French summary of the allied offensive during the spring
months shows that 52,000 prisoners, including over 1,000 officers, 446
heavy and field guns, and 1,000 machine guns were taken. British make a
successful attack south of Lens. British transport Cameronian
torpedoed and sunk in the Eastern Mediterranean; 63 lives lost.

June 3. Italy proclaims the unity and independence of all .\lbania under her pro-
tection. A German counter-attack south of the Souchez River recovers
lost ground. French aeroplanes bombard Treves as a reprisal for the
bombardment of Bar-le-Duc.

June 4. General Brusiloff succeeds General Alexieff when the latter resigns his
position as Russian Commander-in-Chief. Many military men figure in
the King's Birthday Honours.

June 5. A German destroyer, the S.20, sunk and another damaged in a running fight
off Ostend between Commander Trywhitt's force of light cruisers and
destroyers and six German destroyers. Eighteen German aeroplanes
raid Essex and Kent; 38 casualties. Six at least, and probably eight, of
raiding planes brought down by anti-aircraft guns, the home air forces,
and naval airmen.

June 6. British naval aeroplanes bomb enemy aerodrome at Nieuwmunster.

June 7. British gain a brilliant success south of the Ypres salient on a front of nine miles,
capturing the Messines Ridge. The attack was preceded by the explosion
of 19 mines; over 5,000 prisoners. Russian Council of Peasants' Delegates
passes resolution summoning army to thedefence of the country.

DIARY OF THE WAR 119

June 8. German counter-attacks on Messines front beaten off; 1,400 more prisoners.
Italians occupy Janina in Greelc Epirus. General Pershing, Commander-
in-Chief of the United States Expeditionary Force, with his StafI arrives
in London.

June 9. The proposal of the German Commander on the Eastern front for an un-
limited armistice is refused by the Russian Government.

June 10. The text of President Wilson's Message to Russian Provisional Government
published. Italians win the Pass of Agnello and nearly whole of Monte
Ovtigara in fighting on the front between the ."^dige and the Brenta. A
German detachment in the estuary of the Lukeledi, East Africa, driven
into the interior.

June 11. Franco-British troops landed in Thessaly and French troops at Corinth.
M. Jonnart, Allied Plenipotentiary in Greece, demands the abdication
of King Constantine. British make progress towards Warneton in the
Messines sector. British drifter sinks two enemy seaplanes.

June 12. King Constantine abdicates in favour of his second son, Alexander. Turkish
fortress of Saliff, on the Arabian shore of the Red Sea, taken by British
sailors.

June 13. Fifteen German aeroplanes raid London; i$7 killed, 432 injured. Munitions
explosion at Ashton-under-Lyne: 41 killed and ijo injured. Austrians
suffer reverse in their attempt to retake Mt. Ovtigara. British armed
merchant cruiser Avenge torpedoed in the North Sea; one man killed.

, General Pershing in France.

June 14. Zeppelin L. 43 brought down by British naval forces in the North Sea.
British storm Infantry Hill, east of Monchy. American Mission, headed
by Mr. Root, arrives in Petrograd.

June 1.5. British capture a further sector of the Hindenburg line northwest of Bulle-
court. French liner Sequana torpedoed and sunk in the Atlantic; 190
persons missing. Lord Rhondda appointed Food Controller. Irish
rebellion prisoners released. British naval aeroplanes bombard St. Denis
Westrem aerodrome, near Ghent.

June 16. Further fighting around Bullecourt. Two Zeppelins raid Kent and East
Anglia; one brought down in flames; 3 killed and 20 injured.

June 17. Portuguese troops in action on the Western front. Germans take part of the
French salient at Hurtebise. Italian advance and rectify their front on
the Carso Plateau, northeast of Jamiano. Austrian attacks on Asiago
Plateau defeated.

June 18. Germans capture advanced posts at Infantry Hill. French capture a German
salient between Mont Cornillet and Mont Blond in Champagne. General
Smuts to attend the War Cabinet while in England.

June 19. The King abolishes German names and titles in the Royal Family; British
peerages conferred upon members of the Teck and Battenbcrg families.
Positions on Infantry Hill recovered. Italian success on the northern
front.

June 20. Italians blow up a mountain spur, west of the Ampezzo Valley, Carnia front,
and destroy the Austrian garrison. Enemy gains foothold in French trench
near Vauxaillon.

June 21. French regain trench at Vauxaillon and stop attack on Teton Crest, Moron-
villers.

June 22. Germans capture part of the French line in the Chemin des Dames area,
north of Braye-en-Laonnois.

120 THE SCHOOL

June 23. P. and O. liner Mongolia mined and sunk oflf Bombay. M. Kerensky slates
that Russia is pursuing an independent foreign policy. Intense artillery
activity on the Western front south from the FlandeVs coast. Joint
committee of Venizelist and Zaimist Ministers to arrange for National
Government under Venizelos.

June 24. The Greek Cabinet resigns: M. Venizelos appointed Premier. British make
progress south of Lens.

June 25. British gain ground near Fontaine south of the Scarpe. French take the
Dragon's Cave with 300 prisoners.

June 26. First contingent of American troops lands in France. British advance near
Lens and take the village of La Coulotte. Venizelos forms a Cabinet
in which he is Minister of War and Admiral Condowiotes is Minister of
Marine.

June 27. Report of the Mesopotamian Comrtiission published; many blamed. German
counter-attack near Fontaine, south of the Scarpe, defeated.

June 28. British enter Avion, a suburb of Lens, and make further progress south of
Souchez and at Oppy; 247 prisoners. Heavy German attacks on the
Aisne front beaten oflf. French first-line defences west of Hill 304, Verdun,
penetrated by the Germans.

June 29. The Greek Government breaks off diplomatic relations with the Central Powers.

June 30. General Sir E. H. AUenby takes over command of the Egyptian Expeditionary
Force. •'

It is narrated that Colonel Breckinridge, meeting Majah Buflfo'd on the streets
of Lexington one day, asked: "What is the meaning, suh, of the conco'se befo' the co't
house?"

To which the Majah replied: "General Buckneh, suh, is making a speech. General
Buckneh, suh, is a bo'n oratah."

"What do you mean by a bo'n oratah?"

"If yo' or I, suh, were asked how much two and two make, we would reply 'foh.'
When this is asked a bo'n oratah he replies: 'When in the co'se of human events it
becomes necessary to take an integeh of the second denomination and add it, suh, to an
integeh of the same denomination, the result, suh — and I have the science of mathematics '
to back me in my judgment — the result, suh, and I say it without feah of successful
contradiction, suh — the result is fo'.' That's a bo'n oratah." — Lyceumite.

Joe's hand had been waving frantically for some seconds; but the teacher was busy.
At last she said, "Well Joe, what is it?" Joe hung his head and blushed. "Well, Joe,
tell us what you wanted. What was the matter?" Then Joe managed to say: "Me
fordet what me was doin' to say." A good fault often. — A Saskatchewan School.

Johnny: "Father, how do you spell high?"

Father: "H-i-g-h; why do you wish to know?"

Johnny: " 'Cause I'm writing a composition on the highena."

It was the first day of school, and the roll was being called. Each one answered
"present" until Willfe's name was called. He burst into tears. When the teacher
asked the cause, he sobbed: "Please, I haven't any p-present b-but I'll b-ring one
to-morrow." — A Manitoba School.

Dramatization

G. M. JONES, B.A.
Faculty of Education, University of Toronto

THE impulse to imitate, to impersonate, is present in all normal
healthy children. They play house or school. They impersonate
the wild Indian or the street-car conductor for hours at a time,
and show in their play a wonderful fertility of imagination. We now
recognize the existence and importance of this imitative instinct in the
work of the kindergarten, but little systematic training or development is
attempted in later school work; and, as a consequence, it happens too
often that by the time a boy is fifteen years old the imaginative glamour
of childhood has faded " into the light of common day." Dialogues and
plays are given by Public and High School pupils, but usually in concerts,
which come infrequently and give practice to only a few. Moreover,
such plays are usually given not primarily as an aid to the appreciation of
literature, but for amusement or the making of money. What is needed
is such a utilization and development of the play instinct as will keep
alive the imagination of the pupil, and aid in the appreciation of litera-
ture. 0

Dramatization, as the word is used here, has two sides, the recasting
of other forms of literature in the form of drama and the presentation of
drama by the pupils. The first is important as an exercise in composition
and as an aid in creating interest, byt the second is much more important,
for acting is possible even for those who could never write dramatic
versions, and is, moreover, a much easier and more direct path to interest
and literary appreciation.

The presentation of dialpgues or parts of plays should be commenced
early; in fact the imitative work begun in the kindergarten should be
continued and developed in every year of the school course. The less it is
interrupted, the less likely our pupils are to become unimaginative and
self-conscious. Of suitable material there is abundance, but the most
useful of all is the literature we already study in the schools. Many of
the poems and stories most frequently read in school have been published
in dramatized form, and it is quite feasible for ordinary classes, with the
help of the teacher, to dramatize other masterpieces. One recent book*
contains, among other selections, episodes in dramatic form from Treasure
Island, Ivanhoe, the Robin Hood Ballads, the Odyssy, the Ilitid, Silas
Marner and the Idylls of the King. If a Shakespearean drama is being
read in class it is easy to pick out a few suitable scenes for reproduction

•Simons and Orr, Dramatization, Scott Foresman & Co., Chicago.

[121]

122 THE SCHOOL

either in the classroom or in the auditorium. No scenery and no costumes
are necessary for the presentation of scenes from Julius Caesar, for
instance, although simple scenery and costumes do make it more realistic.
When taking part in even such unpretentious productions boys will
memorize lines by the hundred who would feel aggrieved if called upon to
memorize one quarter the number in the course of ordinary class work.
For them the play immediately assumes a new interest. Such dramatic
reproduction does not take the place of the usual stu^y of the play in
class, but does help to supplement and complete the usual work of the
literature class. Of course, the class which produces scenes successfully
will likely wish at some time to produce a whole play, and, if circumstances
are favourable, the wish should be gratified.

Many Ontario schools, especially the High Schools, do present plays,
and some few schools do a good deal of dramatic work, but as a rule it is
not systematic, and most of the pupils do none. Moreover, this work is
usually quite unconnected with English literature or composition. The
same condition obtains in the United States, but in some of the larger
American High Schools a growing attention is being given to dramatiza-
tion. A good deal of credit for this improvement should be given to the
Drama League of America, which has encouraged the production of good
plays in and out of school, and which last year did a great deal to further
the celebration of the Tercentenary of Shakespeare's death. The
following extract will illustrate what has been done in one American High
School.

Even the growth of moving-picture plays during the last decade has scarcely
surpassed, either in acceleration or in quality, the geometric ratio of increase shown by
the production of plays in High Schools. The High School which I know best, for
instance, was built nine years ago; its auditorium, though equipped with opera chairs,
was constructed with no stage. Where the stage should have been, permanent rows
of circling stairstep platforms were planted for the school chorus — all with the intent, as
admitted by superintendent and school directors, of preventing any attempt to use this
nondescript as a stage. But a school of eighteen hundred students could not be denied
dramatic entertainment any more than they could be denied athletic exercises. Eight
years ago, within a year, the first play was give.n; the next year two were presented; the
following year the monstrosity which had put a premium on the chorus and a discount
on the drama was torn out, and a proper stage built. So has the production increased,
till now, during the last school year, there were given sixteen separate performances of
eight dramatic pieces ranging from Milton's Comus and Sheridan's School jor Scandal to
Gilbert and Sullivan's Pirates of Penzance; and the school directors attended every one
and brought family and friends. Likewise, in the county about our city, nine years ago,
no plays were given; this year practically all schools of fifty or more pupils gave plays,
and the majority of these schools have stages and from one to three stage sets. Similarly
rapid growth has taken place in most parts of the country; with this difference, that in
some places it began earlier, f

to. B. Sperlin, The Production of Plays in High Schools, The English Journal,
March 1916.

DRAMATIZATION 123

This account is not quoted as a guide to Canadian schools in either
the kind of play to produce or the amount of dramatic work that should
be attempted. Each teacher must be guided by the circumstances in his
school. But the extract, and indeed the whole article, shows well the
rapid development that is taking place in the United States.

Many teachers in both Public and High Schools will at once point out
difficulties. The curriculum is crowded, the teachers are overworked,
many of the schools have no stage or scenery. These difficulties are
serious, but not insurmountable. If dramatic work is really very
valuable, a place must be found for it by eliminating less valuable sub-
jects. If certain teachers are overburdened, they should be relieved by a
more equitable division of the work. This is particularly true of the
High Schools, where the English teachers, who would naturally take
charge of dramatic work, are often burdened with an intolerable amount
of composition work. Such burdens can be relieved by giving some of
the composition to mathematical and classical teachers. Lack of stage
or scenery is not vital, for really stimulating work can be done almost,
or quite, without stage accessories. It would be well in any case to
start right in the classroom. Then, later, when the value of dramatic
work has been proved, a stage, an auditorium, and properties may be
secured.

For the guidance of teachers, a joint committee representing the
National Council of Teachers of English and the Drama League of
America has prepared a list of plays suitable for secondary and elementary
schools.* In addition The English Journal of Chicago publishes each
month particulars about one play which has been successfully presented
at some school.

tPrice 25 cents. Order from National Council of Teachers of English, Sixty-Eighth
Street and Stewart Avenue, Chicago.

Johnny came home from school in tears. " What is the matter, darling? " asked his
mother solicitously.

"The master whipped me," he sobbed.

"What for?"

"Nothin' 'cept answering a question."

"But did you answer correctly?"

"Yes."

"What was the question, dear?"

" He asked who put the dead mouse in his desk."

"Oh, my boy, there you are drawing pictures again and you haven't even looked at
your spelling lesson."

" But, Mother, I don't want to be a speller. I want to be an artist." — Browning's.

The Linguistic Tendencies of the Teacher=in=Training

W. PRENDERGAST, B.A., B.PAED.

Normal School, Toronto

[Presidential address to Supervising and Training Department of the O.E.A.!

IF the Normal School student is a fair representative of the High School
graduates of Ontario, the young people of the Province are deficient
in knowledge of their own tongue and we run the risk of placing in
our elementary schools teachers who are not capable of expressing them-
selves in good English and hence are not likely to be capable of training
their own pupils in composition. Now I am not speaking of lack of
charm, nor attractiveness, nor elegance, nor style in general, but of
inability to express thoughts clearly, adequately, or in language con-
forming to the conventions.

Ignorance of semi-technical terms, want of sufficient power to be
definite and concise, lack of ambition to speak carefully, constitute the
chief defects in the language of the prospective teacher. Students in-
variably say "two numbers" when they mean "two figures"; multiply
by "two numbers" when they mean a number of two digits; "multiply
a fraction by six" when they really mean multiply the terms of the
fraction by six; "multiply through by eight" when they multiply both
members of the equation by eight. Normal School students usually
call a right-angled plane figure that is not equilateral a rectangle, and one
that is equilateral a square; not because they don't know that both are
rectangles, but because they are too indolent or too indifTerent to the
effect of definiteness to search for the correct term to designate the first
figure. I heard a teacher-in-training ask a class in geography: "What
do we find in New Brunswick"? She desired the class to name the
minerals of that Province. Another wanted to know what town in the
United States "corresponds to Sarnia". If she meant a place where oil
is refined, an answer could be found among many names on the map of
Pennsylvania; if she meant a lake port, several American towns filled the
bill; if she meant directly across the river from Sarnia, Port Huron an-
swered the query — I don't know what she wanted.

Not occasionally, but frequently, do students use two or even three
pronouns of different persons or different numbers to stand for the same
noun; quite commonly "yourself," "one," and "their" or their in-
flections occur in the same sentence and refer to the same antecedent.

Mispronunciations do not mar the clearness of oral composition
nor mis-spelled words obscure the meaning of written messages, but each

[124]

LINGUISTIC TENDENCIES 125

impairs the effect of the composition. Pronunciation, enunciation, and
spelHng are conventional to be sure, but they are conventions that must
be scrupulously observed.

I could cite many other examples of faulty English which I meet
daily in oral answers and written exercises. These inaccuracies are
usual and frequent, not rare or intermittent. You may say they are
easy to correct — they are easy to detect and easy to make evident, but
not easy to eradicate. How can a teacher that is careless in his own
expressions be expected to make his pupils careful? How can one who is
unable, or at least unwilling, to write respectable English, train his pupils
to write elegantly or clearly? How can a young teacher, who, to quote
a sentence from Froude, "never ponders over the muse of language,
studies the cultivation of sweet sounds, nor constructs elaborate sentences
in lonely walks", hope to give his children an appreciation of well-
constructed paragraphs or inspire them with an ambition for the power
of attractive expression?

It is regrettable that students should pass out of our training schools
without an intelligible, intelligent, and authoritative knowledge of
English suitable for everyday use in their everyday lives. No matter
how well one can express himself with a brush, a pencil, or other manual
tool; no matter how well the choice of a garment, the design of a notice
board or the arrangement of furniture may express one's taste in colour,
symmetry, or system, there always remains the necessity of sometimes
expressing one's opinions, experiences, or observations in words.

I feel that composition itself, as well as methods of teaching it, requires
at the present moment a great deal of consideration at the Normal
Schools. The students at our school have a comfortable contentment
in any sort of slovenly phrase or sentence, however inadequately it
expresses their meaning. They have no desire, no ambition, to excel
in the refined art of language. Not one in a dozen cares a brass farthing
for the long vowel in an unaccented syllable; treats with respect the
broad "a"; attempts to give correct quantity to a long "u", or rescues
a final consonant from the slough of neglect.

I am inclined to think that our students do not differ from those of
the other Normal Schools. We draw them from the same grades of
society and from High Schools of the same standard. I selected one
from many communications that recently appeared in a very good
county paper; it is typical of the contributed articles we read in the
provincial papers. Every paragraph of this particular contribution is
littered with foundling pronouns that have no legitimate antecedents;
in many sentences are incongruous and incoherent phrases. The writer
was a teacher who had obtained a certificate from one of the Normal
Schools. He did not attend our school — I state this fact not with, the

126 THE SCHOOL

object of acquiring merit, but to give me the opportunity of saying that
we have many who could do just as badly.

I hesitate to throw the blame for these linguistic delinquencies on the
High Schools; rather I think the public is to blame. No social pressure
is exerted on the slovenly speaker; society is singularly tolerant of in-
accuracies and other defects in language. It would, of course, frown on
the man who says "you was"; nevertheless he may with impunity use a
singular subject with a plural predicate, provided he masks the former
with an attribute of a plural complexion. Society winks daily at in-
adequacy, incoherence, and indefiniteness.

The great war of to-day is in part a struggle between culture on the
one hand and material efficiency on the other. In our laudable efTorts
to extend technical education and vocational training we must not
neglect the humanities; in our attempts to advance industrial efficiency
we must not overlook culture. Training in language expression is
conducive to culture; ability to write and speak well is indicative of it.

I think we should pay more attention in the training schools to com-
position. I hesitate to recommend more academic work lest my action
might be interpreted as finding fault with our excellent system of High
Schools, and yet it is only by care in writing and speaking that the young
teacher can acquire a desire to inculcate a similar carefulness into his
pupils. We may review rules of grammar and rhetoric in the Normal
Schools and we may try to train our teachers to teach composition, but
it is doubtful whether we (or they in their turn) can go further than the
treatment of structure. It is possible to improve composition and
composition teaching in this respect and to extirpate the heedless habits
that characterise many teachers-in-training. The trained journalist
does not always write gracefully or interestingly, but he does write
without faults of structure. Surely the teacher can be brought to the
same standard.

To be sure, straight thinking is a pre-requisite of clear expression
No doubt the immaturity of the High School graduate is responsible
in a measure for the poor quality of his expression, but it is not entirely
responsible. He is disinclined to exert himself in the matter of expres-
sion; he is indififerent to exactness of form; he is satisfied with a low
standard. When rallied on his carelessness he replies in effect: "You
know what I mean from the context; why should I bother further?"

We are making a great effort in Toronto Normal School to improve
the composition of our student teachers and we are enforcing our theories
with some insistence and aggressiveness.

The little folks should begin early the practice of expression, and it
is with a view to starting them at an early age and teaching them effec-
tively that we are endeavouring to give the teacher-in-training a sense of
the importance of the subject.

. An Introduction to Illumination

STANLEY HARROD.

IT is sometimes advisable, before taking up the study of a craft, to get
in a general way an idea of the aims and objects which it is desired
to attain. The following remarks are to be understood as dealing
solely in this manner with the subject; and no technicalities, either of the
art or the craft side of the subject, have been introduced. These latter
will be found in the many able works written by men who have turned
to this field for the satisfying of the art that is within them.

Illumination may be defined as that art, or more correctly that craft,
which treats of the decoration of letters and writing with colour and gold.

For the sake of convenience it can be divided into two headings, the
first of which deals with the decoration of writing and lettering when
these latter are the chief factor; the second treating of the cases where
lettering is more or less an adjunct to the design. It is with the first of
these two cases that the present notes are intended to deal, the second
being more fittingly discussed by the decorative artist.

From very early ages lettering has been the subject to which
certain artists and craftsmen have turned their attention in an endeavour
to present holy and noble thoughts in as worthy a manner as possible;
and even the introduction of the printing press, with all its advantages,
did not entirely supersede the art of the letter-craftsman who finds to-day
scope for his art in many and diverse fields.

The study of the letters themselves can hardly be entered upon in
what purposes to be only an introduction, and it will suffice to say that
they should be learned from examples and writings of competent author-
ities.

The subject of appropriate decoration is, however, one that should
have careful attention from the first, as it is not possible to have an
artistic whole if the component parts represented by lettering and
decoration do not agree.

The object for which the lettering is intended should have first
consideration, and the type of lettering and decoration chosen with due
regard to this; otherwise the result, no matter in how great a measure it
may conform to the canons of art, will be lacking in fitness, which is after
all the chief governing factor in all art. This idea of fitness is perhaps
the one upon which there is most differ<ence of opinion as the viewpoints
from which the subject may be looked upon are many and varied.

[127]

128 THE SCHOOL

In order that the matter may be more easily understood, a few
hypothetical cases will be stated and their various p)oints discussed.

One of the many fields to whicli the illuminator may be required to
turn his attention is that of the address presented by a body of people to
a certain individual. This will serve for our first case.

Let us suppose that it is required to be a "broadside" or, in other
words, the lettering is to be written upon one side of the vellum or paper;
then framed and hung up. It may be remarked, in passing, that the
illuminator may or may not have the deciding voice in the question
of what form the address shall take; but he should always, if it be at all
possible, try to ascertain the tastes of the recipient, because after all
the chief desire of those who are having the work done is to please the
person to whom the presentation is made. The consideration of this
point will tend to make the work more fitting and consequently more
artistic.

In this case we have to consider, not only the traditional side of the
craft — which gives us but few examples — but also the present outlook
upon art matters. It is now a generally accepted fact that all decoration
that is to be continually before our eyes must be of such a nature that it
is neither startling in its colouring nor out of harmony with modern
surroundings.

If this point be kept in view, we shall decide, in all probability, that if
our work be in brilliant colours, it shall have small pattern which from
its very size will be harmonious from a distance, and if closely examined
will still not be of the "wall paper" variety.

It must not be supposed that even in this instance brilliant colours
are entirely denied us, but simply that they must be used with greater
discretion and if employed in conjunction with low tones the result will
be very pleasing indeed.

If on the other hand the address is to be in book form, no such con-
siderations hamper us; objects which can be seen only by deliberately
intending to see them can be made both more brilliant and more free in
form. It is hardly to be supposed that anyone will deliberately open
a book without wishing to see what is in it.

Here, however, we must not be led astray in mistaking license for
liberty; and while our field of operations is larger both in form and colour
it is just as much restricted to good form and harmonious colour as in the
former case.

In dealing with a work that is to consist of several pages we must
treat the book as a whole and make no attempt to have each individual
opening perfectly balanced. It would be ridiculous to judge any book
by opening it haphazard and readfng only the two pages exposed to view;
similarly it is ridiculous to judge of a decorated book by a single opening.

AN INTRODUCTION TO ILLUMINATION 129

We must, nevertheless, follow the idea of repetition and of having no
single form that is not at least suggested in some other page. We may
have only one illuminated initial in the whole work, but we must balance
it even if it be only at the end, by a tailpiece or colophon similarly
decorated.

The treatment of many pages calls for judgment in the amount of
ornament employed, which should always be relative to the importance
of the work. Should the book be of transitory value, it would be waste-
ful to expend upon its decoration any great amount of time. On the
other hand, books that are of great and lasting value should have all the
care and love expended upon their making that it is possible for the
craftsman to bestow.

If time is not to be had for much decoration of good books, then the
lettering should be simply but very elegantly treated, and the initials
also simply marked in contrasting colour. It is well to remember that a
sheet of lettering that is good is better than many yards of picture which
is bad.

Turning now to another, and perhaps the highest of all fields open to
the illuminator, let us consider church work and what it means.

It is a somewhat difficult matter to say to-day what shall and what
shall not be done in this connection; because opinion — divided as it
is upon most subjects — is still more divided upon religious questions; but
as we may be called upon to do work of this kind, we must face the
problem.

Again let us take a hypothetical case, and suppose that a communion
service, or office book, is required by a certain Church of England.

It would be our duty in the first place to ascertain the wishes of the
priest in charge, and we might find that he was more interested in the
religious than in the artistic side of the matter; and that to him the
emphasis placed by the church upon certain parts of the service meant
more than artistic harmony.

We might feel that the restrictions and requirements were handicap-
ping us to an unwarranted extent, but I think if we try to realize the
object of the work, we shall come to the conclusion that instead of
hampering us, it puts before us an opportunity to help in the general
trend of humanity to better things.

I once heard art described as "an attempt to portray the divine".
■ This definition I think we may make use of in this case, as the object of
all services in all churches is to bringhumanitytoa realization of Divinity.
If then it be insisted upon that those portions of the service that are
considered the more worthy be given greater emphasis, is not that also
true art, and will not the doing of it bring the work — both literary and
artistic — into a more harmonious whole?

130 THE SCHOOL

This last consideration of a general unity between the literary and
artistic side of an illuminated manuscript does not apply only to church
or religious work, but to each and every case that may come up for
consideration.

I once saw an office book consisting of the communion service, and
the collects, epistles, and gospels for several saints' days and festivals
which was treated in red, blue, black, and gold. The rubricks were all
in red, the lettering uniformly in black, except the words of adminis-
tration, which were in blue and matt gold. The commencement initial of
each prayer was similarly treated in blue and matt gold. Finally, the names
of the Trinity, wherever they occurred, were in raised and burnished gold.

1 was struck at the time by the appropriateness of the scheme ; the
illuminator was not only giving the most valuable and precious metal to
the names of God, but burnishing it, so that it stood out boldly from the
page, seeming to symbolize the Omnipresence of the Deity.

I have given this example as I consider it a worthy one, but we
would be ill-advised to carry the suggestion into realms of a less exalted
nature. We must always remember that there are certain canons of art
which are set aside only by the masters of any craft upon rare occasions,
and only then for weighty and well considered reasons.

These canons of art are for students — the body to which we belong —
and much vicious work is the result of trying to run with the masters
before one can walk alone.

I am quite aware that it is not an easy matter, but in the realization
of it lies our only hope of doing really good work, and broadmindedness
is one of the necessities in the character of a master-craftsman.

Having discussed the highest field open to us, let us turn to what
may be considered the lowest, that is the advertising or purely com-
mercial field.

It will be well for us to think of some of the older masters of this
and other crafts who have not considered it unworthy to stoop from
their exalted positions to do work of a lower order.

If we wish to find a place to-day where art is boldly needed and where
we may strive to do some good, no place presents such a crying need for
good work as does that of commercial advertising.

It must not be considered degrading to our art to enter this field,
as the true function of art is to better conditions where they require it
and many a man would be better employed in doing this than in painting
an infinity of landscapes which glut the market and in a few days or
months will be relegated to the attic or cellar.

In the doing of advertising matter, the desires of the purveyor of the
necessity must be given great consideration, for after all the main
requirement is that the advertisement shall advertise.

f

AN INTRODUCTION TO ILLUMINATION 131

Harmony of sizes and styles of lettering and decoration are always
possible to the illuminator, no matter how mundane the subject may
appear to be and, above all else, he must devote as much care to work
of this nature as to that of the most exalted realm of his craft.

There is no branch of art that warrants slovenly work, and while all
hand lettering should be free from care it does not at all imply that
it should be done in a slovenly manner.

I hi^ve now discussed a few of the cases that may call for the employ-
ment of the letter-craftsman, and little remains to be said, except a few
words of advice on general lines.

In an earlier paragraph I spoke of illuminated work not taking on a
"wall paf)er" appearance. The artist employed upon work of this latter
kind is striving always to get a harmony of colour and form that will
be of low tone, without being muddy and weak. The wall-papers intro-
duced into living-rooms especially must have very subtle and low-toned
harmonies or they will prove offensive.

The position of the illuminator is not quite the same, as he is striving
at all times to get as much brilliance into his work as possible without
introducing crudity of colour, and he must also consider — as the wall-
paper artist must — the ultimate destination of his work, and make his
plans accordingly.

Perhaps we might think of these two men as playing upon the same
instrument but in different keys.

It would be well for you to study all the old work you can and try
to find out what was the spirit of belief that brought it into being; not
with the idea of copying it, but of striving to get from it an inspiration
that will be true to the age we live in.

Finally, work is the end of all art; without work our dreams are as
nought. The translation of abstract thought into concrete form is
the function of the artist, and in the doing of work lies his whole satis-
faction.

. Do not look to the end alone. If you take no pleasure in each and
every stage of growth that the work passes through, examine yourself
carefully for you are missing the greatest joy that art has to offer.

The doing of things, constantly and continuously, cannot be urged
too much. I leave with you the first line of a famous poem: "Work!
Work!! Work!!!"

It was a reading lesson — the twenty-third psalm, and he read quite correctly until
he came to "Surely goodness and mercy", etc., which he paraphrased thus: "Surely to
goodness, mercy will follow me", etc. Surely that was not what David meant. — A
Manitoba School.

Their Place in the Sun

A. ]. LIVINSON.

Vocationa Counsellor, Dufferin School Graduates* Society, Montreal

UNDER the title, "Their Place in the Sun," Mr, Elias Toberkin
contributes in the Metropolitan Magazine a valuable article on a
much discussed topic — the adjustment of our educational system
to the main currents of social and industrial evolution.

Our own Royal Commission on " Industrial Training and Education "
has placed before Parliament and the country the results of its researches.
The Commissign's report is beyond doubt a landmark in the history
of education in Canada. The report loses its effectiveness in so far
as the ordinary citizen is concerned inasmuch as it has not yet been
popularized. If the Commissioners held out hopes that they would
see their conclusions acted upon and their system of education put
into operation throughout Canada, then surely they must have had
in mind the publication of pamphlets or circulars based on the four big
volumes of this report, to be scattered abroad among the people of
Canada. It does not take a Henry Fielding to tell us that these
volumes on the shelves of our members of parliament, members of the
legislature, or even in the libraries of our educators will never hasten the
introduction of this new conception of education unless measures are
taken to have the heads of families acquainted with the value of the
new education. There is a great deal to be gained by the Commission's
work if they will popularize their findings.

Now coming back to Mr. Toberkin's essay. Here it is noted that the
plea for vocational education is based upon economic conditions as they
prevail in the United States, where he declares that political equality is
grossly defeated by economic inequality. The attitude is, therefore,
not foreign to Canadian freedom and Canadian democracy for we train our
school children to sing "And room for all resounds the call." Further-
more, I have read somewhere that Canada's education has been in-
fluenced by that of the United States. With this explanation made it
will be found that Mr. Toberkin's words have a local application.

His statistics are interesting. He says "Of e\"ery one thousand
pupils (the figures are those of the United States Bureau of Education)
who entered the first grade in the year 1904-5, it was calculated only 109
were graduated from High School in 1916. Of the same one thousand
pupils who entered Public School in 1904-5, only fourteen will be grad-
uated from college or university in 1920,"

1131']

THEIR PLACE IN THE SUN 133

"What reduced," he explains, " the number of High School graduates
from the original one thousand pupils to 109, and the number of college
graduates to only fourteen per thousand pupils was the economic
inequality of the children's families. Poverty and want had sifted
the great majority of children out of the schoolroom."

I cannot speak with any authority upon the state of affairs in Halifax,
St. John, Toronto, Winnipeg, Ottawa, Calgary, and Vancouver; but if
we admit that the nation's destinies are influenced by the educational
stimulation of its metropolis then we can't be over-enthusiastic for
Canada's educational preparedness. The hands of Montreal's educational
progress clock move very slowly. Their movements are hardly percep-
tible. The clock is oat of order. The answer to the question, re-echoed
down the ages and ever since the cradle commenced to be rocked, "Where
are my children? What is their place in the sun?" awaits a reply by the
hundreds of thousands who assemble outside the " Palace of Education."
Even now the clamour is deafening and insistent. "What's to be done?"
is asked on all sides. But there are no doers. At least, so it appears.

I know a number of young men, Canadian born, who have not made
a success in A^ontreal, and who went to New York for a change of luck.
These men have come back to Montreal and are still handicapped,
though they have excellent qualifications. Our French-Canadians in the
New England mills are being pushed out of this line of industry, and in
Quebec they, too, have not found their place in the sun.

Mr. Toberkin elucidates this point: "The United States still spells
opportunity to the child who comes here from abroad, because that child
comes either with a better training or else with a mind that has been
stirred to great eagerness. To the youngster born or bred in this country
it spells hardship, because of our oligarchical system of education, which
insistson ignoring the facts of life and dwells in an atmosphere of medieval
romanticism." F"or a supplementary bit of reading on this point one
may be refreshed by consulting Edmond Holmes' What Is and WJmt
Might Be, and Professor Moore's Contemporary Ideals in Education,
which appeared in the Educational Review, October 1916.

The incriminating finger points to Canada. We are behind in
vocational education. We have been passed long ago in this race by
England, France, Japan, Denmark, Norway, Sweden, the Argentine,
Brazil, Belgium, Switzerland, and even by the United States. "What
is vocational education?" is a query often heard. I cannot do better
in answering this question than to use the words of Mr. Toberkin:
"Vocational education means a chance for the underdog. It means a
better place in the sun for the man in the street, the man in overalls.
It means beefsteak instead of beefstew. How? By making the schools
serve the majority of our children as efficiently as they now serve the

134 THE SCHOOL

minority. Vocational education recognizes that there are rich and poor,
that there are classes in America, and pleads for better educational
facilities for the children of the masses."

Every man and woman in Canada has an opportunity to hasten the
advent of vocational education. The idea has but .to be popularized
among the people of the land. They will welcome it and will be willing
to pay for it. They already recognize the fact that the state or the
community supports directly or indirectly the training of doctors,
lawyers, and ministers; and they are gradually accepting the doctrine
that the same support ought to be given for the training of masons,

carpenters, bakers, plumbers, bookbinders and printers.

*

Book Reviews

King Henry V. (In The Granta Shakespeare), edited by J. H. Lobban. Price, Is. net.
Cambridge University Press, London. J. M. Dent & Sons, Toronto. The publications
in this series have already been recommended in these pages. This one is good; the
introduction, notes, and glossary are comprehensive; the type is clear and i^eadable; the
size and binding convenient for school use. w. j. D.

New Standard Teacher Training Course. Part I. The Pupil. Part II. The Teacher,
by L. A. Weigle. William Briggs, Toronto. The price of these books is 20 cents each.
Teachers who are conducting courses for Sunday School workers will find these books
very comprehensive and very useful for this work.

The Rural School From Within, by M. G. Kirkpatrick, Ph.D. Pages, .303. Price
J1.28 net. J. B. Lippincott Company, Philadelphia. This is a really enjoyable book
for anyone interested in education; there is enough continuous narrative, from the
writer's own experience, to make it a fascinating book, especially to anyone who has
taught a rural school. How easy it is to criticise our rural school system! How difficult
to suggest practical means of improvement! The author's criticism is always construc-
tive; he has many excellent ideas. To the teacher, to the student of educational prob-
lems, the present reviewer heartily recommends this book. ■ w. j. D.

Stories for the History Hour, by Nannie Niemeyer. 253 pages. Price 3.S. net. George
G. Harrap & Co., London. Here are 16 well-written stories of famous historical charac-
ters from Augustus to Rolf the Ganger. This book should make an excellent course in
history for Second Book (Grades III and IV) Classes and would be a great boon to any
who have problems in this work. History taught as in this book easily becomes the
"favourite" study with children. Placed in the school library it will be read and en-
joyed by pupils of all classes. w. j. D.

Graduated French Dictation, by S. H. Moore. Price 2s. 6rf. net. Cambridge Uni-
versity Press, London. J. M. Dent & Sons, Toronto. This book contains 200 French
selections for dictation and 90 paragraphs for translation into French. Teachers of the
subject should find this a very convenient aid in "prose" and "sight" work.

The Story of the French Revolution, by Alice Birkhead. Pages, 236. Price Is. .9rf.
George G. Harrap & Co., London. In the opinion of the reviewer this book should find
a place in every Public and High School library. The story is so well written that
children of Third Book (Grades V and VI) Classes can read it without difficulty, w. j. D.

The Teacher and the Community

HOMER B. BRUBACHER,
Elmira. Ont.

ONE of the essential characteristics of the successful teacher is
strength of personality. Situated as he is, the centre, more or
less, of interest and of honour, this factor in his success is very
prominent. If he is of a strong, compelling disposition, even though
there may be disagreement with his views he will always be respected.
He will be looked up to as a leader. This he should always be. His
strong, firm, dignified yet kindly disposition will not fail to win strong
and staunch friends for him; whereas, on the other hand, should he be
of the weak, yielding, type, his influence in the community is lost.

Closely related to his personality, and especially to his bearing, is
his own physical condition. To be an all-round, well-balanced man,
he must consider this side of his life. Not only must he consider his own
case, he must also interest himself in the physical make-up of others.
Thus the teacher can aid greatly in overcoming physical defects and
weaknesses in his pupils and possibly in some who are outside the in-
fluence of the schoolroom. Of the defects and weaknesses one has but to
mention round shoulders and we realize at once the frequency of these
cases and the consequent seriousness of the situation. The eradication
of such results of carelessness or their betterment, with respect
to the pupils at least, lies to a great extent within the power of the
teacher. By means of suitable exercises he can often remedy these
defects and build to greater strength a slender physique. The teacher
need not stop here. He can go on and organize games and sports outside
the precincts of the schoolyard in the community in which he resides.
And when these conditions are fulfilled, when the teacher becomes
a physical leader both in school and in the surrounding community, then,
and only then, can he be said to have fulfilled his mission properly in the
interests of physical education.

Again, to live in contact with a community, to enjoy the pleasures of
everyday life, and to ignore wholly their industrial pursuits is a mistake.
The sympathies and interests of the teacher should be directed toward
the way in which his pupils and his neighbours work. If they are of the
agricultural class, he will do well to take an interest in the growth of crops,
the yield and production of farm produce, and its disposal. He should
not feel himself above either them or their work, or consider it degrading

[1351

136 THE SCHOOL

to take part in their honourable toil. He should, therefore, take a real,
vital, helpful, interest in the industrial pursuits of his community.

Let us now consider the teacher in his element, the schoolroom.
Here he is the controller of energies, the mental leader of the coming
generation. Owing to education and experience, he is able to discover
the powers of the growing child, its possibilities and limitations; and he
prepares and aims to give instruction accordingly. Hence the child's
mind is educated in a logical way. Above all, practice should supersede
theory as a method of procedure, for in the mind and especially the
infant mind, nothing is retained unless it is related to its experiences.

Now let us consider the social connection of a teacher and his com-
munity. Here, as before, his place is second to none. His high intellectual
standing often tends to place him on a pedestal, as it were, from whence,
it seems, some never venture down. This is the wrong view to take of
the matter. To be the leader that he should be requires not seclusion,
but a mingling with the community, to encourage their honest efforts
at advancement and to show consideration for their mistakes. To be
the leader, therefore, in the social as well as in the other spheres of
activity requires the same standards of leadership as the others —
strength of personality, nobility of character, consideration for the
faults of others and a modest yet dignified bearing toward the com-
munity.

Just as the teacher should be the mental, social, and physical leader,
so he should also be the moral leader. His character should be above
reproach, and of such a nature as to be an example to the community,
particularly to the children. If the example is corrupt, one cannot
expect the children entrusted to his care to grow up into good
citizens any more than one expects figs to grow on thistles. On the
other hand, if the example is a noble. God-fearing one, this also will be
reflected in the lives and activities of the pupils. Thus his character,
whether it be good or bad, will tend to be infused into the lives of his
pupils, who daily reflect more of their master. Knowing, therefore,
the susceptibility of the young to follow an example, the teacher's
character and bearing, especially in the schoolroom, should reflect all that
is noble and pure and virtuous in life.

In summing up, let us note the points emphasized — strength of per-
sonality, nobility of character, physical perfection as far as possible,
interest in the affairs of the community, and industrial, mental, social,
moral and physical leadership of men. Such a view of the matter may
seem more of a theoretical than of a practical one ; yet it is the ideal to
which the teacher should aspire if he would be all that he should be to his
school and to the community at large, for it is only through striving
after ideals that we ever attain any degreeof perfection.

Democracy and Education

[An address delivered before the High School and Collegiate Section of the
Ontario Edncational Association.]

PROFESSOR G. S. BRETT. •

University of Toronto

DURING the past year" many books and articles have appeared
on the relation between education and democracy. Those which
I have read suggested the subject of these remarks and guided
the course of my thoughts which, I hope, you will regard as chiefly hints
for further study of this most important topic.

Presumably it is not necessary or profitable to discuss, on this occasion,
the merits of democracy. As a system of government democracy is said
to be still in the experimental stage, and that may be a justifiable view if
we measure it by the relation of its attainments to its ideals. But
democracy, outside of the political arena, is the name of an idea, and
it is of the idea that I intend to speak when I use the name. The essential
elements of that idea were never stated more clearly or briefly than in the
original republican formula: liberty, equality, fraternity. Those are the
essential elements of the idea, but they are not on that account to be
treated as fixed quantities, definite things named, labelled, and known.
On the contrary, they are merely directive indications of the roads along
which people may travel towards an unrevealed perfection. They can
be given meaning only through process, through some steady develop-
ment which we shall call the education of the race, and the race is the
sum of individuals looked at from the standpoint of history and present
relations. In brief, then, democracy is the name of the idea; education
is the name for the process.

What we have to consider is the relation between idea and process
as we have it with us to-day, and first let us take, by the way of antithesis,
the system adopted in Germany. Here I wish to make one or two
remajks on the idea which has controlled the education of that country.
The rulers of Germany thought education should aim at equality, and
every pupil was required to reach a fixed average standard.* The state
naturally looks on its members as its chief asset and tends to require
them all to serve its interests as much as possible. It proposes to reward
those who please it, and parents are easily convinced that a steady job
in the government is true prosperity. From this come certain good

•See "Cross Currents in English Education," by Sir M. Sadler, Edinburgh Review,
October ,1916.

1 137)

138 THE SCHOOL

results; for education is valued; parents take pride in the progress of the
children, and nothing can replace this influence as a true supplement to
the class-room. The attainment of a good average makes the pupil a
good collaborator; he can work with his fellows and is content to do his
part in any undertaking laboriously without expecting great personal
gain. In a state which has a ruling class, there is a definite goal and
standard set. Outside of it differences and distinctions multiply harm-
lessly; for they all remain outside, and no amount of merit or hustle can
bring the individual to those high places which are occupied by the rulers
and their kin. This conditions of affairs has a profound influence on the
whole community and deeply affects the education of a people. Let me
indicate one or two of the important points.

In every group of people some kind of aristocracy establishes and
maintains itself. As a rule by aristocracy we mean the feudal aristocracy
which owes its superiority to royal favour and to property. To the
democrat this class is anathema, but the student of history will recognize
that it has had its virtues. For example, it tends to have leisure. In its
corruption, this is laziness, but at its best, leisure is the freedom which
gives room for large things, for things that bring in no immediate profits
but require expenditure of time and money; for the study of history, the
contemplation of humanity, the inauguration of schemes that are not
spoiled by haste nor limited by harrassing anxiety. Next, it tends to have
ideals, chiefly, I think, because it tends to have foresight. Ideals are not
well served by emotions; they are sustained by principles, and ultimately
by class-principles, that is to say, by principles which have been developed
through a consciousness of relation with and obligation to other in-
dividuals, the principles that have made themselves immortal by sup-
porting such words as "gentleman" and such phrases as "noblesse
oblige." Whatever may be said for the rights of the masses as opposed
to the classes, nothing great in the world has been or is being achieved
where this heritage of principles is forgotten or despised.

This is not an attempt to argue for or against any kind of political
organization, nor to discuss the merits of political theories. Let us be
content to learn from any source and to select from all that is known what
seems instructive. A very superficial knowledge of history will tell us
how often aristocracies have failed ; it requires a much profounder know-
ledge of men to discern how and where democracies succeed. But the
first and commonest point to be made in favour of a democracy is that the
democratic basis is broader. In brief, we hold that what is truly good for
some is good for all, and accordingly we should aim to make that good
available for all. There the problems begin. Let us consider how they
arise and what they involve.

DEMOCRACY AND EDUCATION 139

Modern life and modern thought is closely bound up with the idea of
discovery. The eflfect of this on principles and on conduct has been to
shift our centre of gravity.

Of old, wisdom, was enthroned: now knowledge claims supremacy.

" Knowledge comes but wisdom lingers " — wisdom is the fruit of maturity

but knowledge is the prize of youth. We grow old in what we know but

. the young start where the old leave off. Authority is, therefore, no

llonger the privilege of age: youth is no longer mere immaturity, but

rather the embodiment of creative force. Education has followed

steadily in the wake of this development of opinion. The slow process

by which the young were once furnished with the wisdom of the elders

is now abandoned. Educational theorists devise new means every day

to make the rising generation a veritable magazine of explosive energies,

while among the mere opportunists any short cut that leads to conspic-

. uousness will find favour, whether its results are valuable to the com-

5 munity or not. The beard is no longer a mark of venerable wisdom.

We unconsciously subscribe to the general opinion by shaving as much

as we can when the time permits. Everything we have is offered to, not

to say thrown at, the rising generation; we worship youth with more

fervour than the ancient Persian when he knelt to the rising sun.

Consider, then, the practical outcome. First and foremost let us
put the indisputably good points. Since the close of the eighteenth
century there has been a growing interest in the individual and in all the
phases of the individual's growth. There has been an ever increasing
knowledge of the actual conditions of childhood, a fine monument to
human enlightenment. We have come to see that youth is not an empty
period of waiting for years of discretion. It is essentially growth, and
growth is education. By seeing and accepting this fact, human nature
has been more completely understood, and education is now defined as
good or bad according as it does or does not ensure growth.* The
democratic spirit here shows its best qualities. It allies itself with the
loftiest flights of those speculations which see in the world no mere
repetition of crystallized forms, but a perpetual renewal of life through
creative evolution. It speaks with no uncertain voice of progress, for it
aims to finish nothing but always to ensure growth.

In this way a new equality has been brought to light, the equality
of value which we attach to various forms of life. Not only the child is
given a place of its own in the hierarchy, but all the varieties of type
including the strong and the weak, the genius and the feeble-minded.
Education takes on the character of a gigantic scheme for the conserva-
tion of human energies, a conscious effort to preserve all that may play a

*This theory is developed in Professor John Dewey's Democracy and Education
(1916), a book no teacher can afiford to neglect.

140 THE SCHOOL

part in human progress and through preservation of every part to ensure
the growth of all humanity. With this equality there goes, obviously, a
new liberty and a new fraternity. If the real meaning of all this could be
grasped, beyond a doubt we should wake to find the millenium estab-
lished. I regret that I cannot announce that desirable fact for a few
reasons which I will briefly relate.

We have the idea, but have we an adequate process? An eminent
banker of the United States recently said: "We know how to earn, but
not how to spend". There is the truth in a phrase. We have learned
how to acquire liberty, but not how to use it. We have learned that the
wealth of the country is its rising generation, but we have not learned to
train it. In the anxiety to go forward we have forgotten to ask carefully
about the direction. Among the war-cries of educational theorists the
most strident is "vocational training". No one seems to remember that
every individual's vocation is life. Another war-cry is Nature; but
only a few remember that nature for man is reason, and there is no
outlook for the human being who tries to get through life with only a
vague possession called nature to his credit. The growth which
education must ensure is not natural but social. The young must
learn that law and liberty are the same thing for all but misleading
sentimentalists, and that in many cases loss is the beginning of gain, as
pruning is the condition of growth. About this we need not be
pessimistic, but we must realize that these are times in which whole
nations are making the most dangerous experiments.

The effect of the democratic idea on the process of education has
been chiefly to produce chaos. This is shown by some of the current
formulae. We are told that the most important factor is interest.
The teacher must follow the unfolding of interests in the student's mind.
If that were all, life would be easy. But education is an art of leading,
not following; its great problem is to create interests, and not only create
but sustain and establish. The managers of our public amusements are
the people who follow interests and make every tendency a means of
controlling the masses. The more education adopts such principles,
the more completely it will fail to achieve any lasting benefit. For the
results come quite logically. We talk of interests as though the term
never applied to any but young children. In reality it is a'word of deep
significance, the key -word of systems and classes: we learn to talk of
private interest, public interest, moral interest, and economic interest,
all symptoms of that decadence which begins to reconstruct a new and a
worse system of "classes". A man does very little good to the com-'
munity if he is misguided enough to foster ideas of education which are
really ideas of mutually antagonistic classes bred up in the few ideas
that may be essential for each separate clase.

DEMOCRACY AND EDUCATION 141

You will see now where the dangers lie. They are not yet inevitable
disasters, but are distinctly threats. They are vices that spring from
the virtues. For liberty we substitute license, and label it " the way of
nature". Then we contradict ourselves and say it is really social.
Exquality we understand as the abolition of class distinctions: then we
adopt methods that are creating classes, different only in being more
insidiously created, more truly devoid of common interests and more
irresponsible. But fraternity at least is left us! I could wish that it too
were without blame. But in England, Robert Bridges tells the working-
man that he has been corrupted by good-fellowship. I think he is right.
We know how the bar and the saloon exploit the ideas of good-fellowship.
Endless institutions are accepting it as their great asset without a
question. Can we expect it to be absent from education whether in
school or cottage or city? Can we fail to recognize that its chief charac-
teristic is the formation of a level which all can reach? In the name of
good-fellowship superiority is made a disgrace. Hundreds of people
exist whose instincts at some time or other have told them that the books
they read are a waste of time, the theatres they go to a waste of emotion,
the friendships they maintain a waste of life. But they dread the
isolation which seems to threaten the rebellious. They fear to be told
that they do not "realize themselves". Such catchwords as "academic"
or "highbrow" poison the atmosphere which these people must breathe
and drive them to wear reserve like a gas-mask or even produce in them a
genuine habit of preferring vulgarity.

Of all these things man is not the measure. We may boast of liberty,
but above each of us stand immutable laws in respect of which there is
only the liberty of bondage. So Augustine said, "You may not give
unto men the liberty of damnation ". Authority, as arbitrary autocracy,
may be gone forever and we may be glad. But education is the process
by which we preserve the good — it is our earthly means of salvation.
We must learn to select, and to enforce selection; to refine and to enforce
refinement; to support the authority of that which is of good repute and
not be induced by catchwords to favour the compromises which weakness
perpetuates.

It was recess. Two small boys were having a somewhat rough struggle, and when
one received an unexpected, hard blow he exclaimed:

" If you don't look out, you'll end up in a place that begins with H and ends
with L!"

A passing teacher, hearing the remark, scolded the boy severely for what he had said.

"Well," replied the boy, after a pause, " I'm sure I don't know what you're talking
about. I only meant hospital." — Exchange.

A Patriotic Geographical Struggle

E. H. DAMUDE

Principal, Public School. Leamington

[Mr Daniude has used this story in his classes for recreation work in geography.
In order that others may use it for the same purpose, the Ivey to the puzzle is printed
below. — Editor.]

LAST (strait in E. I.) as i was out getting the (river in Scotland) I
met Mr. (city in Neb.) who was (city in Eng.) about an (river
in S. Am.) who had enlisted. She looked brave enough to fight
(Gulf in Asia) of (city in France). She would (lake in Scotland) the
praise of any (city in Belgium) who was (city in France) and who thought
(canal in Ont.) wisely of his country. Such an example would make
many a (island near England) (city in N. Carolina) to the (river in
Scotland) (bogs in Eng.) of the (river in Ont. or Que.). Her (lake in
Canada) (island in Baltic) (sea N. W. of America) put the (island near
India) her sincerity. To (river in England or Russia) a (island in Eng.
channel) to (lake in Canada) the (sea in Asia), (sea in Europe) and (river
in Egypt) required (islands near Australia) courage. The horrors of
(city in Poland) a prospect of living on ^city in Italy) (islands in Pacific)
(sea in Europe) coffee and a (bay in Australia) of (river in Germany)
to say nothing of wearing a ("city in Ireland) limb when (river in B.C.)
is declared, besides (city in France) dresses and (city in Germany)
water is no more in keeping with the life of a soldier than of an (bay
in Europe). The true patriot must say (state in United States) debt
to my (river in Ont.) and no (ocean) feelings (strait in N.S.) (city in
France) my (cape in Africa) in his (island in N.B.) home land. Not
even the (reef in Australia) of sex should quench the feelings which (city
in Switzerland) in the (city of France). But what (city in India) has
our heroine? In an attempt to (country in Europe) trench she (state
on Atlantic U.S.) on a (river in France) (pass in Rocky Mts.), wearing
an (province in Ireland), blowing a (cape in S. A.) and going (a narrow
neck of water) toward the (misnamed ocean in Europe) (valley in western
U.S.) ; but the (river in Germany) of (city in Germany) s mingled with
that of gas kept her on the (cape in N. A.). But her charger (city in Italy)s
about (a cataract), the (city in Manitoba) her breaks and blood (river
in Eng.) s out. (city in South Africa) began to feel (country in South
Am.), things began to look (sea in Europe) and she (cape in Ont.) no
(plain in Scotland). When she awoke a (English island) (another English
island) stood near and not far away was (river in U.S.) with a (sea in

11421

BOOK REVIEWS 143

Asia) (battle field in England) on her arm and some (city in western
Canada) in a (sea in Asia) cup in her hand. (Island in N. S.) did not
seem (river in France) at first; she mumbled something about a (Penn
in Europe) horse, her (river in Australia) and she seemed to be in a
(Mt. peak in N. A.) with some one as to whether she was (islands ofif
Canada) or the (islands north of Canada) and whether she was a
(cape north of Canada), (sea in Gr. Br.) or (strait in Gr. Br.); she
seemed to fancy the clergyman was (city in Ont.) or (town in N.B.)
but in a flash of consciousness she thought she heard him say " Put
[one of the continents] in the Lord" ; then she was certain he was [channel
in Br. Isles]. She imagined the nurse was a [river in Canada] but she
wondered why she was so [sea in Europe] as she was sure she murmured
that [river in S. A.] s were [sea in Europe].

This is the key to the above: Sunda, Ayr, Lincoln, Reading, Amazon.
A-den, Lyons. Earn, G(h)ent, Nice, Well-and. Man, Raleigh, Dee, -fens,
Nation. Superior, Zeal-and, Behring, Ceyl-on, Don, Jersey, Bear,
Red, White, Blue, New Zeal-and. War-saw, Bologna, Sandwiches,
Black, Bight, Rhine, Cork, Peace; Lille, Cologne, Archangel. I-ow-a,
Nation, Pacific, Can-so, Rouen, Good Hope, Deer. Barrier, Berne,
Brest. Luck-now? Russ(i)a, Rhode, Rhone, Kicking Horse, Ulster,
Horn, Strait, German, canon; Oder, Frankfurts, Lookout. Romes,
falls. Brand-on, Ouses. Elizabeth, Chile, Black, Hurd, moor. Holy,
Man, Miss-ouri, Red, Mortimer's Cross, Medicine (Hat), China. Madame,
Seine; Balkan, Darling. Wrangel, Queen Charlotte, Prince of Wales,
Scott, Irish, English; St. Thomas, St. Andrew, Eur-ope, English.
Slave, White, Negro, Black.

Book Reviews

Manual Training — Play Prollems. — Constructive work for boys and girls based on
the play interest, by Wm. S. Marten, State Normal School, San Jose, California,
.xxvi-f 148 pages. Price J1.25. The Macmillian Co. of Canada, Toronto. This is a
very interesting and helpful book. The following are some of its many commendable
features. Each constructive exercise gains interest from the fact that 't leads through
the play impulse to further activity; the exercises are such as can be worked out by the
chi'd himself with a little guidance; the great number of exercises is so varied as to
provide for all sorts of interests; the work is a good introduction to the more formal and
technical methods of the advanced manual training classes; and the materials required
can be readily procured in almost any locality. Notwithstanding the great variety of
play-problems, an accurate drawing and a stock list is given with each, and a photograph
shown of the finished article. The work is introduced by suggestions on, "The teacher's
point of view", and 'Construction and tools". Appealing to the varied interests of
children and guiding them through constructive exercises, the book is a valuable contri-
bution to the needs of the modern school. A. N. s.

The Bad Boy

N. F. TOMLINSON

IN dealing with this question I do not hope to present anything very
new or original in the way of methods of discipline, but if I succeed
in recalling to the minds of us teachers some of the things we have
learned in training school but have since had a tendency to forget to
apply to our every day work, then I shall consider that my time has not
altogether been wasted.

In the first place, in discussing the "bad boy" question, I wish to
make clear what the term includes. Of course "badness" grades from
a mere tendency to be mischievous to extreme moral depravity. My
remarks will refer to the average "bad boy" to be found n almost every
school — ^the one who has made a reputation for himself in the school
and the community — who causes his teacher the most anxiety and makes
the most demands upon his patience and time — the leader in all the
mischief and the one that the good boys are warned against by their
fond mothers.

I consider this question to be one of the most important that con-
fronts the teacher, and for this reason the boy who is a mischief-maker
is n:ne times out of ten one who has more capacity and more possibility
of becoming something beyond the average than his tamer school-
mates; hence, it is the teacher's duty to try to bring out the capacity for
good that is there (although perhaps in a latent state) and keep the boy
on the right path to manly character, Teaching would indeed be an
easy matter if all the pupils were of the type of the "good boy" or "good
girl". It is true of the merely intellectual training that the slow boy or
girl takes the teacher's time; it is also true of the moral training that all
the teacher's tact, patience, and skill must be called into play for this
one "bad boy" simply because he is one that needs it. If the teacher
succeeds he will likely be rewarded with the satisfaction of seeing his
boy become something above the average citizen. How many of our
men who have made a mark in the world could recall the time when
they were hard to handle in school! If they could not, their old teacher
could. It has been said that German teachers declare that they would
rather manage a dozen German boys than one English one. Shall we
therefore wish that our boys had the manageableness of the German
ones and with it the submissiveness and political serfdom of adult
Germans? Let us remember that the independent spirit that makes the

1144] •

THE BAD BOY 145

boy hard to manage is the spirit which, if rightly directed, will become
the independent spirit to be desired in the British subject of later life.

First, then, we teachers must have a proper sense of responsibility
concerning the boy. This falls on us to a great extent for the reason
that very often the home training has not been successful. It has no
doubt been part of the experience of many of us to be thwarted in our
endeavours at disciplining by the interference of the parent who, m
other matters quite reasonable and just, in the matter of seeing the best
interests of his own child, seemed to be absolutely lacking in good sense
and good judgment. Some time ago I read an article by Stephen Leacock
on the problem of the teacher in which he says "Every man, according
to his profession, is brought into contact with his fellow beings in their
different aspects. A car conductor sees men as "fares"; actors see them
as "orchestra chairs"; barbers regard them as "shaves" and clergymen
view them as "souls". The schoolmaster learns to know people as
"parents" and in this aspect, I say it without hesitation, they are all
more or less insane." But he adds that their delusion is useful. Without
it the world could not go on. Let me mention one responsibility that
should rest on someone's shoulders as touching the boy, which is com-
monly neglected by parents and which, therefore, the male teacher
should at least consider. A few weeks ago, our school was visited by
Mr. Beall who is sent by the Department of Education to lecture on
personal hygiene, etc. In giving the boys, in a special lecture to them,
some information regarding the question of sex hygiene, he asked how
many had never been told anything of these things at home. Almost
the whole class held up their hands. Here surely is a chance for the
male teacher to keep the boy with bad tendencies from dangerous habits
that he may start through ignorance. Yet how few of us step over the
false barrier of reticence on such subjects and talk plainly to
the boy!

In order to reach the boy and do him most good, the teacher must
strive after a proper attitude towards him. That attitude should be
one of friendliness if possible. I believe many a new teacher has been
prejudiced against a particular boy by the tales told him by people of
the community who thought they were doing the new master a great
service. It was my experience, when I went to my first school, to be
warned against a certain boy who would, like as not, put me out of
schoo one day. Fortunately my Model School teacher had warned me
against just such a situation and I refused to be prejudiced beforehand
at any rate. I had an opportunity outside of school hours to be in this
Vjoy's company and, as there was not much difference in our ages, we
became "chummy". The same boy, although it was hard work at times
for him not to be making things interesting in school, stood by me and

146 THE SCHOOL

made it easier for me in that first rather anxious year. He had gained
his bad reputation with previous teachers principally on account of a
spirit of antagonism that existed between him and them, which they
either did not try very hard to overcome or, if they did try, did not go
the r'ght way about it. A French wiiter says "In order to manage
children well, we must borrow their eyes and their hearts, see and feel
as they do, and judge them from their own point of view". Does this
feeling of sympathy find a big enough place in the teacher's mind when
it is a case of dealing with the "bad boy " — the fellow who is at the bottom
of all the trouble and but for whom everything would run smoothly?
It has been my own personal experience, as I recall it, that those pupil's
that I have had least success with are the ones with whom, for som.e
reason or other, I could not be familiar in a friendly way. Some may
say that this friendliness and familiarity is likely to be taken advantage of
in the schoolroom by the mischievous boy. That has not been my
experience. It is not a hard thing to show him what his proper place is
in the class-room.

Supposing then that the attitude between pupil and teacher is right,
what are some of the devices to be made use of to prevent the boy from
making trouble. First of all he must be kept busy. In the schoolroom
this, of course, involves the subject of methods in teaching with which
it is not my place in this paper to deal. But of all pupils, I believe this
rule applies most especially to the "bad boy". I recall the case of one
small boy I had in my first school who was sure to be in trouble if his
seat work was not planned to fill all his time out of class. The seatwork
for his class had to be planned with an eye to his special needs, but it
paid to do it. Carlyle says "There is always hope in a man that actually
and earnestly works. In idleness alone is there perpetua despair."
Can we not apply this to the boy? If he is not an idler we can have hope
for him and, of course, whether he idles his time away in school hours
or not depends to a great extent upon his teacher. Not only must he be
kept occupied in the classroom but the teacher should kiaow what he
is doing in play hours. Here, of course, the male teacher has the ad-
vantage. He can interest himself in the boys' games, take part in them,,
and keep the boys from spending their time in a profitless way, as they
sometimes will do if no one takes things in hand for them. There is a
different atmosphere in the playground when the teacher is there. The
bully gets no chance with the small boys; bad language is not heard;
the game, whatever it is, will be played fairly. If the boys are fairly
large boys, there will be a healthy rivalry between them and the teacher.
I know from my short experience that you can get the confidence and
respect of a boy, bad or good, more easily by entering into his play w'ith
him than in any other way.

THE BAD BOY 147

While taking measures for keeping the boy under control, one must
not forget that the aim of the teacher should be to produce a self-govern-
ing being and not one to be governed by others. If he can be given the
notion that he has a certain responsibility, a great deal has been gained.
Make the boy understand that every bad act of his tends to lower the
standard of the school to which he belongs. Appeal to his sense of self-
respect and he will likely respond with efforts to improve.

If there is one thing that should be avoided, that is harder to avoid
than anything else, I believe it is the tendency to nag at the boy who
gives you most trouble. Of course the bad boy who is always getting
into trouble is a very handy fellow to be made the butt of a teacher's
cheap sarcasm or a target on which to relieve himself of his bad humour;
but it is not good for the boy. If he has any spirit at all he will resent
it and will learn to hate the one who treats him that way. He should
be given praise when he deserves it; it will go farther with him. than with
some of bis schoolmates, simply because it is a rarer thing with him.

With all one's efforts of kindness and patience must go firmness Not
for a minute must he get the idea that he is going to get away with any
bad acting if you can help it. "Give him an inch and he will take a
mile" applies to him especially. We can all recall the teachers for
whom we had most respect and in nearly every case that respect w-as
instilled by firmness. This brings up the question of punishment.
One can get along for some time without it but, every now and again,
in spite of everything you can do, your bad boy will break out in a fresh
place, as it were, and then something must be done for the sake of
example to others and to insure against a repetition of the offence. It
seems to me that the number of times that your boy has to be punished
is a pretty fair indication of the degree of success you are having with
him. The degree of success is in inverse proportion to the number of
times he must be punished. What shall be the nature of the punishment?
We hear a lot about the punishment of natural consequences. I believe
the principle should be followed where it can be for the reason that it
will perhaps appeal to the boy as being the most just. Here the vexed
question of corporal punishment comes up. It is my opinion that not
many "bad boys" have been made into "good men" by frequent
application of the "rod". They may have become good in spite of it.
I was told in Model School that frequent recourse to the "strap" is a
sign of weakness in the "strapper". It appeals to the baser side of the
boy's nature, we are told, and surely that is one thing we should aim
to avoid in dealing with the "bad boy". We want to put his baser
nature in the background. But corporal punishment cannot be alto-
gether dispensed with. An act of vice or rank disobedience is generally
best handled in that way. There is a tendency to make use of it because

148 THE SCHOOL

it is the quickest way of dealing with trouble, but this consideration
should not enter into the question.

In closing let me say that we should not forget that it is our duty
to do our best for the "bad boy". And then, if the immediate results
of our efforts appear very small in proportion to the amount of energy
we have put forth, let us remember that some of the seed sown may
produce fruit some tim_e in the future and in the meantime gather what
comfort we can from the knowledge of having done our duty.

Book Reviews

Our Flag and Us Message, by Major J. A. Moss and Major M. B. Stewart, U.S.A.
Price 25 cents. J. B. Lippincott Company, Philadelphia. This is intended for American
Schools; all the publisher's profit^are to be given to the American Red Cross, w. j. d.

The Happy Hero. A Letter Written before Battle to his Parents by Eric Lever
Townsend. The Musson Book Co., Toronto. Price 25 cents. This ifttle volume
is most beautifully gotten up. The boy's letter is brief but it does one good to read it.
" There are two wonderful things in this letter — a fine compassion and a fine thankful-
ness, and it is hard to say which is the more moving". w.j.D.

Canada, The Spellbinder, by Lilian Whiting. Pages, 318. Price J2.00. J. M.
Dent & Sons, Toronto. Do we not often feel that there is not enough "life" in our
teaching of geography? How easy it is to drift back towards the old, old system of
learning by rote capes, lakes, bays, counties, etc., ad nauseam! But, if the geography
lesson is part of a trip, and if that trip is continued day after day, how conspicuous is
the interest! Even the study of our own country is often deadened by use of the old
mechanical method. This book gives, in imagination, a trip through Canada on the
Grand Trunk Railway System. Special emphasis is given to the vastness and the
variety of the scenery but cities, towns, universities, industries, are also described.
There is a chapter on Canadian poets and poetry; there are 33 excellent illustrations.
Teachers of geography should examine this book. w. j. d.

Laws of Physical Science, by Edwin F Northrup. J. B. Lippincott Company,
Philadelphia. 210 pages. Price J2.00. This volume contains a statement of all the
laws of physics, also a reference to some text-book or monograph where the more
complete exposition of the law can be found. As no explanation of the law is given in
the volume under review, it can only be valuable as a work of reference. For that
purpose it has a limited value. It is very beautifully bound. G. A. c.

Toy Making, by Clara E. Grant. 98 pages. Price Is. Qd. Evans Bros., London.
The exercises in this book are for children from four to six years old, and are therefore
very simple, the author wisely insisting that the work should be done by the children
without assistance in the actual making. The chief value of the book is in its emphas-
izing the child's own observation, his own thinking and his own doing. One might wish
that the sequences had been presented as suggestive of variation rather than as a definite
series. The illustrations would have been of greater value if they had been distributed .
through the text rather than inserted all together in the middle of the volume. While
the book has some commendable features as suggested above, in the opinion of the
reviewer, it is not above the average of the later books on constructive exercises.

• A. N. S.

Notes and News

(Readers are requested to send in news items for this department

George A. Carefoot, B.A., B.Paed., who has been science master in
St. Catharines Qillegiate Institute for the past six years, was recently
appointed Inspector of Public Schools for the County of Lincoln.

W. B. Race, B.A., for the past thirteen years Principal of Sault Ste.
Marie High School, has been appointed Principal of the Ontario Institute
for the Blind at Brantford.

Miss Alta-Lind Cook, B.A., formerly of Meaford High School, has
been appointed to the staff of Riverdale Collegiate Institute, Toronto.

Miss Vera B. Kenny, B.A., formerly of Bradford High School, is
Art Specialist in Orillia Collegiate Institute.

G. W. Rudlen, B.A., of the stafT of Sault Ste. Marie High School, has.
been appointed Principal of that school.

Mrs. McGregor, who taught commercial work in St. Mary's Colle-
giate Institute, is now teaching the same work in Harbord Collegiate
Institute, Toronto.

W. T. Baker, formerly Principal of Keewatin Continuation School,
is now Principal of Renfrew Model School.

R. S. McKercher of the 1914-15 class in the Stratford Normal School,
and for the past year Principal of the village school in Herschel, Sask.,
has enlisted in Regina and is leaving shortly for overseas.

Miss Margaret H. Abel, formerly of New Hamburg Continuation
School, now holds a similar position in Elmira.

Harvey Becking, formerly of Pinkerton, is now teaching in Teeswater.

Miss Mary L. Rodger of Springfield has been appointed to the staff of
Paisley Continuation School.

F. C. Asbury, M.A., of Harbord Collegiate Institute has enlisted for
overseas service.

Murray Cameron, B.A., who was science master last year in Alex-
andria High School now holds a similar position in Arnprior.

James T. Smith, formerly of Chesterville High School, is teaching
science this year in Alexandria High School.

Members of the Class of 1916-17 in the Faculty of Education, Univer-
sity of Toronto, have secured positions as follows: Miss M. Jean Bull,
B.A., in Port Perry High School; F. P. White in Cayuga High School;
Miss Frances E. Evans at R.R. No. 2, Hagersville; Miss E. Estelle Pickard
at Jansen, Sask.; R. J. Aitcheson in Moira Public School; Miss May
Moore in Port McNichol Public School; Arthur Archibald in Florence;
Gordon P. Pook, M.A., in Mount Royal College, Calgary; Miss Lillian B.

11491

150 THE SCHOOL

Arnold in Stouffville Continuation School; Miss Allie J. York at R.R.
No. 1, Wanstead; Miss Amy L. Wark in North Augusta Continuation
School; Miss Dora M. Prout is on the staff of Fort Frances Public School;
Miss Llewella M. Sonley at Manilla; Miss Elsie M. Gaiser, B.A., in
Comber Continuation Schocil; Miss Norah G. Templar at Gilford; Miss
Norma F. Orchard at R.R. No. 2, Nestleton Station; Miss Maud A.
Climie is on the staff of Wroxeter Public School; Miss Bertha C. Hare at
Wyoming; Miss Florence Abbott at R.R. No. 3, Lansdowne; Miss Grace
D. Bennett in St. Ola Public School; Miss Myrtle B. Givens is on the
stafT of Beaverton Public School; E. Klemmer at R.R. No. 3, Madoc;
Miss Ella Darroch at R.R. No. 2, Clinton; Charles Howitt is on the staff
of Perth Avenue Public School, Toronto; Miss Edith M. Clark at R.R.
No. 4 Kenilworth; Miss Mabel A. Gilkinson at Charing Cross; Fred W.
Dixon is teaching science and art in Markham High School; Miss Lulu
O. Gaiser, B.A., is Principal of Crediton Public School; Miss Claire
Weylie at Hannon; Miss Francesca Kehoe near Teeswater; J. J. Campbell
is teaching science and mathematics in Vienna High School; Miss Clara
B. Hellyer, B.A. is on the staff of Waterford High School; Miss Luella M.
Buchanan near Arthur; Miss H. Beatrice Logan is on the staff of South-
ampton Public School; Miss Hazel V. King is Principal of Tupperville
Public School; Miss Elsie J. Wright is on the staiT of Prescott Public
School; H. B. Kilgour, B.A., has been appointed temporarily to the staff
of the University of Toronto Schools; M. L. Entwistle is physical and
cadet instructor in Cobourg Collegiate Institute.

Miss Florence M. Dunlop is on the staff of Comber Public School.

Wilfrid L. Miller is Principal of Tidsale Public School, Sask.

Graduates of the class of 1916-17 in Peterborough Normal School are
now teaching in the following schools: Miss Lila M. Doubt in Mary Street
Public School, Oshawa; Miss Ethel Logan at R.R. No. 3 Woodford;
Miss Isabelle McBride at Batteau; Miss Mary L Reid at Orono; Miss F.
Jean Bauslaugh is teaching a primary grade in Fort William; Miss
Lizzie Hogg at Fraserville; Miss D. Stocker at R.R. No. 3, Peterborough;
Miss Irene M. Lake at Westbrooke; Miss Elsie J. Elliott at Hall's Bridge;
Miss Annie L. Partridge at Orland; Miss Bertha A. Clark at R.R. No. 3,
Burketon; Miss Francis Fitzgerald at R.R. No. 2, Indian River; Miss
Jessie W. McDermid is on the staff of Coldwater Public School; Miss
Ruth Bick is teaching primary work in Bobcaygeon Public School ;
Miss Nora Goodwin at R.R. No. 4, Picton; Miss Sadie Southern near
Bobcaygeon; Miss Dorothea Doak at R.R. No. 2, Millbrook; Miss Vidk
A. Langmaid near Oshawa; Miss Isabelle Dundas at Norland.

Arthur S. Zavitz, B.A., formerly mathematical master in Picton
Collegiate Institute, has been appointed associate mathematical master
in Peterborough Collegiate Institute. ,

NOTES AND NEWS 151

S. J. Mathers, formerly of R.R. No. 1 Blyth, is teaching the Indian
Day School on the Moraviantown Reserve.

Of members of the class of 1916-17 in Toronto Normal School the
following news has been received: Miss Ethel V. Exlwards is in charge
of Eversley Public School; W. Ewerton Smith is at R.R. No. 1, Zephyr;
Miss Mabel L. Scott at Vroomanton; J. N. Proctor is Principal of Caledon
East Public School; Miss Mary Harrison at Lloydtown; Miss Muriel
Austin is on the staff of Birchcliff Public School; Miss Pearl Fleetham at
Caledon East; Miss Mary E. C. Kidd at Melancthon; Miss Mabel
Atkinson at R.R. No. 3, Teeswater; Miss Helen L. A. Bryant is on the
staff of St. Margaret's College, Toronto; Miss Gladys M. Cooper at R.R.
No. 4, Mount Forest; Milton Gillespie at Fairmount; Miss E. Bertha
Carey- at Woodburn; Miss Clara Z. Andrew at R.R. No. 2, Oro Station;
Hugh M. Collins near Chatsworth; Miss Margaret M. Hammell on the
occasional staff in Toronto; Harry E. Tate at Eugenia.

Graduates of last year's class in Stratford Normal School have
secured the following positions: David Litwiller is Principal of New
Dundee Public School; Miss Eleanor Dougherty is at R.R. No. 7,
Lucknow; E. H. Twamley at R.R. No. 3, Burke ton; Miss Mattie Mackay
at R.R. No. 1, Curries; Miss Annie M. Hanbidge at R.R. No. 2, Dobbin-
ton; Miss Alice Clarke at R.R. No. 2, Wallenstein; Harry W. Alton near
Lucknow; Miss Harriet Needham near Camlachie; Miss Maude Harding
at R.R. No. 1, Gorrie; Miss Annie Archibald is in charge of the Science
Hill Public School; Miss Alma Gray is at R.R. No. 1, Gowanstown;
Miss Ruby E. Schmidt at R.R. No. 5, Stratford; Miss Lily Freeman near
Hastings; Miss Ellen Eagleson is Principal of Rockland Public School;
Miss Beatrice Smith is in charge of the junior room of Burtch Public
School; Miss Helen F. Scott at R.R. No. 4, Ripley, Miss Ada L.
McGill at R.R. No. 1, Wingham; Miss J. Maude Cameron at R.R. No. 2,
Tiverton; Miss Viola Mitchell at R.R. No. 2, Moorefield ; Miss L. Myra
Harding at R.R. No. 1, Denfield; Miss Florence Wagner at R.R. No. 1,
Wallenstein; Miss Bernice Shaw at R.R. No. 3, Bayfield; Miss Ferol J.
Cunningham at R.R. No. 3, Mildmay; Miss Henrietta Denman at R.R.
No. 4, Kincardine; Miss V. A. Johrlston is primary teacher in Gorrie
Public SchcK)l; Miss Leona W. Finkbeiner at R.R. No. 2, Dashwood;
Miss Elizabeth Given at Parker; Miss Margaret Wiggins at R.R. No. 2,
Annan; Miss Nelda A. Schmidt at R.R.,No. 2, Kitchener; Miss Edna M.
Jamieson at R.R. No. 1, Blyth; Miss Abbie W. Fleming is on the staff
of the Brampton Public Schools; Addison Tieman is on the staff of
Dashwood Public School; Miss Joan McDerment at Caistor Centre;
John A. McLean at Selby; Fred J. Milne at Belton; Miss Utha Welsh at
R.R. No. 4, Ripley; J. W. Koenig'at R.R. No. 3, Waterloo; Miss Hazel L
Hartwell at Port Albert; Miss Jean M. Krug at R.R. No. 3, Tavistock;

152 THE SCHOOL

Miss Jennie Haskett at R.R. No. 7, Parkhill; W. J. Lippert near Neus-
tadt; Miss Lillian O. Longman at R.R. No. 2, Lucknow.

Members of last year's class in Ottawa Normal School are teaching
this year as follows: Miss Elizabeth O'Connor at Glenroy; Miss Viola M.
Allen is primary teacher in Burritt's Rapids Public School; Miss Clara
M. Argue at R.R. No. 1, Perth; Miss Annie J. MacLean at R.R. No. 1,
Winchester; Miss Anna L Wilson at R.R. No. 1, Oxford Mills; Miss
Kathleen Davis at Fallowfield; Miss Jean C. Stewart at Cobden; Miss
N. R. Steven at Sandringham; Miss C. Edna Gardner near Almonte;
Miss Gladys M. Bell at R.R. No. 1, Inkerman; Miss Myrtle A. White-
side near Mille Roches; Miss Susie E. Scobie at Marvelville; Miss* Alma
G. Lumsden at R.R. No. 1, Franktown; Miss Gladys Potter at R.R. No.
3, Richmond; Miss Flossie M. Tackaberry is Principal of Spencerville
Public School; Miss Norah M. Ferry at Curran; Miss Marjorie M. Quin
at Huttonville; Miss Margaret H. Porteous at R.R. No. 2, Berwick.

Of those who attended Bracebridge Summer Model School the
following news has been received: — Miss Marjorie Weaver is teaching at
Vankoughnet; Miss Glandina Clancy near Copper Cliflf; Miss Rhoda
Brinen at Callander; Miss Ethel Alexander is primary teacher in Ohswe-
ken Public School.

Miss Mary G. Hamilton is teaching at Clarendon Station ; Miss Hazel
Lashley at R.R. No. 1, Perth; and Miss Mary J. Ballantyne at R.R. No.
2, Clayton. These teachers attended the Summer Model School this
year at Sharbot Lake.

Of last year's class in Hamilton Normal School Miss Gladys Slimmon
is teaching at Goldstone, Miss Pearl Simmons at R.R. No. 3, Moorefield,
and Miss Leanor M. Otto is primary teacher in Elmira Public School.

The Geo. M. Hendry Company, whose advertisement usually
appears on the outside back cover, this month waived their right to that
position in favour of the Food Controller's advertising. Their adver-
tisement will be found on page 155 of this issue. The School appreciates
their courtesy.

The 1917-18 calendar of the Ontario Veterinary College was issued
recently. It is a very attractive booklet and contains a great deal of
valuable information. Teachers who have students intending to take
this course should advise them to write for this calendar to the Ontario
Veterinary College, 110 Univer^ty Avenue.

A publication which should prove of considerable interest to the
prospective settler to Western Canada has just been issued by the
Natural Resources Intelligence Branch of the Department of the Interior.
It is known as the "Homestead" map and shows graphically the exact
location of each quarter-section which is still available for entry under
the free Government offer of 160 acres. The* map has been published

NOTES AND NEWS 153

•
in four separate sheets, one each for Manitoba, Saskatchewan, Northern
and Southern Alberta, respectively, and is available for free distribution
in individual sheets or in complete sets. The Homestead Map is one of a
number of maps, reports and bulletins with respect to settlement in
Western Canada that are available for free distribution upon application
to the Natural Resources Intelligence Branch. In view of the arrange-
ment with respect to farm labour in Western Canada counting as residence
on a homestead and thereby reducing the period within which residence
and cultivation duties must be performed prior to applying for a title to
the land, also on account of the impetus which has been given to agricul-
ture by the present world shortage of foodstuffs, the demand for informa-
tion on 'the subject of homesteading is showing a marked increase.

Alberta

G. D. Martin, formerly Vice-Principal of the King George School,
Calgary, has been promoted to the principalship of the Riverside School
where a modified form of prevocational training is being introduced this
term.

G. K. Haverstock has been appointed to the staff of the Victoria High
School, Edmonton.

Principal Robert Henderson of Sedgwick has secured the Bachelor's
degree from Queen's University, and has taken a position in Saskatoon.

N. E. Carruthers, for many years Principal at Lacombe and Secretary-
Treasurer of the A.E.A., one of the best known and most successful
schoolmen in Alberta, has left the profession to go into municipal work
for the town of Lacombe.

The following new appointments were made in Medicine Hat for
the fall term: From Ontario Miss Jean Buchanan and Miss N. Cameron,
Sarnia; Miss Pollock, Toronto; Miss Ayres, Beamsville; Miss Una
Fra.ser, Bradford. From Nova Scotia, Miss S. Wilde, Kentville; Miss M.
Hilton, Liverpool. From Saskatchewan, Miss G. B. Eraser, North
Battleford; Miss Henessay, Bologna. From Alberta, Miss McKenzie,
Chauvin; Miss N. French, Edson; Miss L. McMurchy, Ogden.

Miss K. Darroch, who taught for the past five years in Blairmore,
resigned her position there to be married in September.

G. U. Grant , Vice-Principal at Stettler, resigned to return to his home in
Ontario on receipt of the news that his brother had been killed at the front.

Miss A. E. Bright resigned from the Calgary staff in June and on
July 14, she was married to O. L. Clipperton of the staff of the Crescent
Heights Collegiate.

Miss A. J. Dickie resumes her position on the staff of the Camrose
Normal School after studying for a year at Oxford University on leave of
absence.

154 THE SCHOOL

The Provincial Normal School, Calgary, opened on Wednesday,
August 22, with 110 students, 14 men and 96 women, in attendance.
There are 32 enrolled in the first class and 78 in the second class. The
number of men has steadily fallen off during the last three years, as well
as the number of both sexes from the Eastern Provinces and from Great
Britain. The number entering on United States standing has steadily
increased up to this term. But this session, of the whole number, only
eight give their home addresses as outside the Province ; namely, one from
Quebec, two from Ontario, three from Nova Scotia, one from Saskat-
chewan, and one from England. The present enrolment is predominately
the "home-grown product," at least in respect to their High School
preparation. But the output of the Normal Schools this year gives poor
promise of going far to meet the demand for teachers. Three changes
have taken place on the staff. F. Parker, assistant in Manual Arts,
resigned to accept the position of Supervisor of Manual Arts in the
Calgary High Schools; Miss Marjorie M. Goldie, late of the School of
Agriculture, Olds, succeeds Mr. Gossip as Instructor in Household
Science and Art; and C. Sansom of the Camrose Normal succeeds R. H.
Roberts, appointed Inspector of Schools.

Mr. Sheane of Carstairs takes the principalship at Tofield to succeed
Mr. Niddrie who goes to the staff of the Victoria High School, Edmonton.

H. E. Dobson, Principal of Oliver School, Edmonton, has been
accepted for the Royal Flying Corps and has been granted indefinite
leave of absence by the Edmonton Board for service overseas.

The following teachers have resigned to go into business: E. DeBow,
Principal at Hanna and also his Assistant, I. A. Brian; Mr. Redeland,
Consort; Mr. Dowler, Veteran; Mr. McDonald, Castor.

S. Y. Taylor, formerly Principal of the Riverside School, Calgary,
resigned to accept a clerical position with the Masonic Order.

Inspector A. E. Torrie assumes charge of the High River Inspectorate
to succeed Inspector J. W. Russell who goes to Red Deer.

Two new commercial courses are offered at the Central Collegiate
in Calgary this year — a ten months' shorthand course and a ten-months'
bookkeeping course. These are in addition to the regular two-year
combined commercial course which goes on as usual. The special
instructors, A. J. Park, Miss M. L. Brill, and A. H. Carr, are all of wide
experience in commercial education.

It is of some interest to note in connection with the proposed pension
and insurance scheme for teachers in Alberta that provision is made for
the pensioning of the members of the new Alberta Police Force in tYie Act
authorizing the establishment of that force. Sub-Sections 1 and 2 of Section
17 of the Alberta Provincial Police Act passed last April read as follows :■ —

Continued on page 156

THE SCHOOL

155

GOOD PICTURES FOR SCHOOL DECORATION AND STUDY

These 22" X 28" Artotypes are most suitable for the walls of a
Schoolroom. They may be ordered plain or colored, framed or
unframed.

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3196
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2953
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Uncolored, Sepia Tint - . -
Colored ------

If framed in 2i" Dark Oak
Extra, each

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Reynolds

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16"

Hobbema

Age of Innocence

The Angelus - . _

Artist's Mother

Plate Size H" :

The Avenue of Middleharnis

Plate Size 12|" X 17"

Caritas - - Chaylor

Children of the Shell ------ Murillo

Dance of the Nymphs ------ Corot

Feeding Her Birds ..---- Millet

Frugal Meal ' - - Israels

The Gleaners - Millet

The Golden Stairs ------ Burn-Jones

Plate Size 8J" x lUJ"

The Hay Wain ------ Constables

Helping Hand Renouf

The Horse Shoer ------- Landseer

The Lake --------- Corot

The Laughing Cavalier ------ Hals

The Light of the World Hunt

Return to the Farm ------ Troyon

Reading from Homer - - - - Alma-Tadema

Shepherdess and Sheep ----- Lerolle

Plate Size 11" X 18"

The Sistine Madonna . - - . . Raphael

Plate Size 12J" X 17"

Tlie Sower .-- Millet

The Windmill - - Ruysdael

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Johnston's— Maps. Globei, Atlases.
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Educational Equipment

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TORONTO ONTARIO

156 THE SCHOOL

"A pension fund shall be established and administered by the
Board of Commissioners for the payment of a pension to every mem-
ber of the Force at the time of his retirement from the Force of an
amount equal to such sum or sums of money as he shall pay into the
pension fund, with an additional five per cent, interest compounded
every six months.

"(2) A deduction of five per cent, shall be made from the salary
of every member of the Force and such salary shall form part of the
pension fund."

Few subjects are more discredited than history by a certain element
in the modernist school, and the ground usually taken is that any know-
ledge of history which can be acquired in the Public School or even in the
High School is of no "practical" value to anyone. "What good is all
this knowledge anyway?" ask these ultra-progressives. "What use
will the pupils ever be able to make of it?" The fact that this argument
can be used with some show of reason to discount such a subject as
history merely goes to show what a treacherous argument it is and how
carefully it ought to be examined before it is accepted as the last word
on the value of any subject whatsoever.

In the light of the present movement to give music more attention as a
subject of study in Alberta the following statement from A. C. Barker,
Ex-Superintendent of Schools, Oakland, Cal., should be of interest:

"Oakland has demonstrated that the Public Schools can give at the
ordinary cost of instruction an education in vocal and instrumental music,
harmony, and orchestration, which would cost at the rates of private
tuition not less than $2,000; that a High School can produce a band that
can play as well as the average professional military band; and an
orchestra equal to the best amateur organization. Though instrumental
music is an elective subject, twelve hundred students are receiving free
instruction on some instrument."

Also the results obtained in Allegheny County, Pennsylvania, show
what can be done with music in the schools. Of the 80,000 pupils
enrolled in this county, 55,000 are reported able to read church music
at sight. To quote Superintendent Hamilton: "We have about twenty-
five music supervisors who devote their entire time during the school
school year to the teaching of music. Our county is divided into 126
districts, each district being controlled by a seaprate board of education,
and each board employing from five to sixty teachers. Our plan is to
have the music supervisors travel from one district to the other giving
instruction to the children in music and to the teachers in the manner

Continued on page isS "

THE SCHOOL

157

d

h

>

THIS NEW BALANCE

Is made entirely of Aluminum Alloy, including^ the platform. It will more
successfully resist the corrosive action of acid fumes, etc., than any other.
The Knife edges and planes are of the finest selected Ag^ate. Beam is
divided for rider. This is a Balance that you should learn more about.
It is moderate in price.

Write for complete description,

McKAY SCHOOL EQUIPMENT, LTD. "'^ '^''^*'M^ro>to. ont.

GOVERNMENT OF THE PROVINCE OF SASKATCHEWAN

DEPARTMENT OF EDUCATION

NEWS ITEM

Sessions of the Provincial Normal School for the training of teachers for
First and Second Class Certificates will open at Regina and Saskatoon on
August 21, 1917, and continue until December 21.

Third Class Sessions will open at Regina and Saskatoon on October 16,
continuing until December 21. The Third classes will be limited to .lO at each
point and applications will be considered in the order in which they are received
at the Department.

Additional Third Class Sessions will be held at local centres, which will be
announced later, beginning on November 1.5 and continuing for ten weeks.
This will allow the students to take charge of schools opening on February 1.

Graduates in Arts from Canadian or other British Universities and persons
holding Ontario Faculty Entrance standing will be entitled to admission to the
First Class Session provided they have reached the prescribed age, namely,
nineteen years in the case of males and eighteen years in the case of females.

F»>r admission to the Second Class Session applicants must hold at least
Ontario Normal Entrance standing. The age requirement is the same as that
for First Class.

For admission to the Third Class Session applicants must hold at least
Ontario Model Entrance standing and be at least eighteen years in the case of
males and seventeen years in the case of females.

Application forms will be sent from the Department of Education, Regina,
on request.

158 THE SCHOOL

and method of presenting the subject to the children in the absence of the
special teacher. This plan enables boards of education to employ music
supervisors for two or three days out of the week, and at the same time
gives the supervisor an opportunity of having his entire time taken up.
The salaries received by these instructors amount to from $90 to $250
per month, each board paying but a part of the same."

There are about fifty orchestras in the Public Schools of this county.
Incidentally the Superintendent gets a salary of $7,000 a year and his
five assistants an average of $4,000 each.

Quebec

The following appointments have been made in the School for
Teachers, Macdonald College.

F. W. Steacy, M.A., Ph.D., lecturer in elementary education; Miss
Dorothy M. Hodges, instructor in hygiene and physical training; Miss
L. W. Bailey, instructor in art; Miss R. H. Weinfeld, B.A., specialist in
French in the practice school.

The following students who received model diplomas in June, 1917,
have received appointments in Montreab Protestant Schools: Lena E.
Ashkalooney, Bella Benjamin, Mary L Binning, Jane Blackshaw, Gladys
Booth, Margaret L Brooks, Iva Brown, Sarah Cowen, Edna M. Cowper,
Elsie G. Dewey, Eva J. Dickson, Elizabeth G. Dougall, Eileen M.
Dudgeon, Fanny Fenster, Janet Friedman, Cynthia E. Forster, Mabel
G. Jackson, Tamara Kahan, Mary E. Keir, Florence A. Layton, Gertrude
M. Macfarlane, Mildred E. Maxwell, Elizabeth Notkin, Ethel L. Pick,
Marjorie Pullan, Blanche L. Pyke, Hazel M. Rexford, Margaret H.
Reynolds, Meda L Smith, Violet L Smith, Marjorie M. Snowdon, Jennie
M. Stewart, Lorna E. Strikeman, Kathleen V. Swan, Hilda A. Vibert,
Frances E. Watson, Alice D. Young, Louis T. Rivard, Ruth A. Aldrich,
Pansy D. Benham, Margaret E. Black, Clara B. Boomhour, Alice E.
Bothwell, Iva E. Bromby, Islay M. Campbell, Muriel O. A. Carter,
Irene M. Chaddock, Thorbord S. Dale, Margaret T. Dunlop, Mary W.
Dunn, Ekimee H. Duval, Drusille V. Fortier.

A summer school in nature study and elementary agriculture, music
and school art, was held at Macdonald College from July 23rd to August
18th, the staff being Dr. D. W. Hamilton, J. E. McOuat, B.S.A., G. A.
Stanton, L.R.A.M., A.R.C.M., and Mrs. Ewart. The attendance was
small, only twenty-two students being present.

New Brunswick

Dr. W. S. Carter, Chief Superintendent of Education for New
Brunswick, Dr. A. H. MacKay, Chief Superintendent for Nova Scotia,

Continued on page i6o *

THE SCHOOL

159

Two New Books

A Book for the Voter. An Outline of the Canadian System
of Goverttment. By Mabel McLuhan Stevenson.
An up-to-date book for teachers of History in Public and High Schools.
The glossary, lists of subjects for study, and summaries of chapters will
save the time of the busy teacher. This is the book that newly-
enfranchised women are reading. Cloth, price 60 cents.

Country Life. By Professor O. J. Stevenson, Ontario
Agricultural College.
.■\ delightfully written book of stories relating to agriculture and country
life, for boys and girls in the public school. Pupils do not have to be
asked to read this book. Leave it within reach and they will read it for
themselves. Country Life contains 418 pages, is handsomely bound in
cloth and contains 1.30 illustrations. Price, 75 cents, postpaid.

Teacher of English : Have you ordered Select Poems of
Wordsworth and Tennyson for your classes? Our
edition will meet your needs. Edited by Dr. O. J. Stevenson.
Cloth, 25 cents postpaid.

GEORGE J. McLEOD, Limited

266-268 King Street W. - - TORONTO

DRAWING CRAYONS

Of that superior quality required and demanded
by prot^ressive and alert teachers who realise
that progress is dependent on first quality
matenal-s. Special Offer--T wo different boxes
(one very large) sent for fifty cents. For one
dollar a delightful book of Nature Studies.

Srofusely illustrated with Animals. Reptiles,
'irds. Flowers, etc . will be sent with Crayons.
This book alone, costs seventy-five cent<. Goods
sent postpaid on receipt of remittance. Two
helpful and instructive booklets on Drawing sent
free with each parcel.

ANDREW SPECIALTY CO.

23 Scott St. TORONTO

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School of Physical Education

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When writing advertisers, please mention THE SCHOOL.

160 THE SCHOOL

H. H. Shaw, Superintendent for P.E.I., with representatives from the
three provinces, recently met at Moncton to arrange the details and draw
up a programme for a ioint Eklucational Teachers' Institute for the
three provinces, to be held at Moncton, N.B. on August 27 and 28, 1918.

Normal School Entrance examinations were held at fifteen different
centres in the province in July. The total number of candidates who
wrote these examinations was 795, of whom 219 entered for First; 480 for
Second ; and 96 for Third Class. The examinations resulted in 55 passing
for First, 208 for Second, and 286 for Third Class, while 246 failed to pass
for any class.

Matriculation and High School Leaving Examinations were held at
the same time and places as the Normal School Entrance Examinations.
There were 175 Matriculation and 23 High School Leaving candidates.
Of the matriculants, 18 passed in the First Division, 93 in the Second
Division, 26 in the Third Division and 33 in the Third Division con-
ditionally, while 5 failed to pass in any division. Of the High School
Leaving candidates 7 passed in the Second Division, 4 in the Third
Division, 10 in the Third Division conditionally, and 2 failed to pass in
any division.

F. A. Dixon, M.A., who was instructor in nature study and school
gardening in the Normal School last year, is now working with the
Director of Elementary Agricultural Education in the work of super-
vising school gardens. R. P. Gorham, B.A., will take the place vacated
by Mr. Dixon, in the Normal School, for the current year.

Miss Jean Peacock has been appointed by the Board of Education
as teacher of Household Science in the Normal School.

Schools for instruction in school gardening were held at Woodstock
and Sussex during the month of July. About fifty teachers were in
attendance at each of these schools.

About thirty household science teachers of the Province have volun-
teered their services gratis to the Board of Education to give instruction
in canning, etc. Under the direction of Director Fletcher Peacock, a
large number of Efficiency Clubs have been formed of the larger girls
in the schools. Wherever a club has been formed the director sends the
necessary literature giving instructions as to procedure. An instructor
also visits the centres where these clubs are formed to instruct the girls
in the art of canning.

Prizefighter (entering school with his son): "You give this boy o' mine a thrashing
yesterday, didn't yer?"

Schoolmaster (very nervous): "Well — -I — er — perhaps "

Prizefighter: "Well, give us your 'and; you're a champion. I can't do nothing
with 'im myself."

Vol. VI.

TORONTO, NOVEMBER, 1917

No 3

" Jfec/i cuUus pectora roborant "

Editorial Notes

The Late ^^^ unexpected death of Inspector Joseph

Inspector ^" ^'"'^^ «" Saturday, September 8th, removed

J. H. Smith. °"^ °^ *^ ^^^^ prominent figures in educational

circles in Ontario. Not only in Wentworth county,
where he spent a long life of use-
ful effort, but throughout the
Province the news of his death
will bring sorrow to many to
whom his kindly ways and genial
sympathy had endeared him.

Mr. Smith was a descendant
of a United Empire Loyalist,
named Michael Showers, who
came to Canada during the War
of Independence, and settled in
Lachine. Later he removed to
the head of Lake Ontario and
took up land in West Flamboro.
Coming from such stock, it was
natural that Mr. Smith should
feel the keenest interest in the
early history of Canada and
especially in that of his native
county. He became instrumental
in founding the Wentworth Historical Society, and was one of its most
active members.

His boyhood was spent on the family homestead in Flamboro.
Although he was destined or a wider field of labour than the farm, yet
those early days left their imprint deep upon his mind. To this may be
attributed his unfailing interest in rural problems and his untiring efforts
to bring into rural life as much as possible of the social and intellectual
interests which he himsel found so essential to happiness. So, when
the Institute idea began to be mooted, Mr. Smith became one of its

1161]

162 THE SCHOOL

most zealous advocates. Under his guidance the Farmer's Institute of
Wentworth County was first organized.

Early in life Mr. Smith determined to obtain the best education
available. After exhausting the resources of the country school in
which he first slaked his thirst for knowledge, he entered college. He
graduated at the head of his class and later was awarded the degree of
Master of Arts. After completing his education, he taught for some
years, unti in 1871 he received the appointment of Inspector of Public
Schools for Wentworth. He held this office until his voluntary retire-
ment just a few months prior to his death.

His reg me was marked by the perfect co-operation of school boards,
teachers, and inspector. As the inevitable result, the Public Schools of
Wentworth were brought to a high standard of efficiency. His tactful
geniality surmounted many an obstacle, and his sympathetic attitude
towards his teachers and their problems won their unswerving loyalty.

In 1887 Mr. Smith was elected President of the Ontario Educational
Association. This honour was a fitting tribute from the teachers of
Ontar o to one whose life had been whole-heartedly devoted to further-
ing the best interests of education in that Province.

Mr. Smith's work in the schools did not monopolize his interest or
exhaust his capacity for service. He was an active member of Centenary
Church, Hamilton, and his loss will be mourned by a large number of
his associates there. He was one of the most widely known members
of the Canadian Club in Hamilton, and was made ts President a few
years ago. Whether in schoo or society, church or club, Mr. Smith's
activities were always directed to one end^to help his fellow-man.
He touched life at many points and left each the better for his touch.

... , The appointment of John T. Ross, B.A., to

-_ _ ^ the Deputy Ministership of the Department of

New Deputy ^, ,• a,. ^ • ■ \ r^ c

__. . ^ , Education, Alberta, m succession to D. S.

Minister of ,,1 t^ • r .i .. r •

_ , . MacKenzie, was, from every worthy point ot view,

inevitable, and is very satisfactory to all who are

interested in the progress of education in the Province. Mr. Ross' long

experience and his sturdy, independent character qualify him highly

for his new post, which, by the way, he has already frequently occupied

as acting deputy. He began his educational experience as a pupil in the

rural schools of Huron County, Ontario, and he rose to the position

of Chief Inspector of Schools in this great prairie realm. All the way

through he has steadfastly devoted himself to the cause of the Public

Schools, not turning aside, in days of boom, after the lure of glittering

business opportunities as so many have done. He received his High

School education in Clinton and St. Catharines, Ont., and his University

EDITORIAL NOTES 163

work was at Toronto and Manitoba, from the latter of which institu-
tions he graduated in 1897. His teaching experience has been in Mani-
toba, Saskatchewan, Alberta, British Columbia and the Yukon. In
Cardston he was Principal from 1898-1901; in Edmonton, Principal,
1901-1902; in Dawson, Superintendent of Schools till 1906; inStrathcona,
Inspector of Schools, 1906-1908; and since 1908, Chief Inspector of
Schools for the Province.

To all who know Mr. Ross or have worked with or under him, the
new appointment gives confidence that nothing but the straightforward
test of educational value will determine the adoption or rejection of
any policy or proposal. As a keen observer of movements abroad, he
will work hard to keep Alberta in the line of modern progress, and as a
man of soundest character and conscience, to him nothing will favour-
ably appeal that falls short of zealous and progressive effort in the work
of the Public Schools.

_, 1 c. t. 1 Elsewhere in this issue will be found a request

Rural School , , , , ■ a , , r , , ,

p , , addressed chiefly to the teachers of rural, ungraded

schools. They are asked to write to The School
mentioning their difficulties in primary work. This journal intends
making an earnest attempt to solve as many as possible of the problems
which confront the teacher in this, the most important and most arduous,
department of classroom work. For th's purpose the services of ex-
perienced teachers will be requisitioned, as far as they will permit.

It often happens that the teacher of an ungraded school is so beset
with the vexatious annoyances incident to controlling and conducting
a great many classes at the same time that there is no opportunity to
view the rural school problem in its true perspective. There is much
to be done outside the classroom. School gardens and school fairs are
growing in importance and in popularity. "Community leadership",
with all that it involves, receives a good deal of emphasis as one of the
duties to be expected of the modern teacher. The boys and girls are
not to be educated away from the farm, but, distinctly and positively,
towards it. Present-day conditions are helping Canadians to realize
something of the importance of Canada's basic industry.

In a book recently published by the Macmillan Company, Toronto,
the author, H. W. Foght quotes a farmer as follows: "Send us a teacher
who has some comprehension of rural life and its needs, and is willing
to settle down as one of us and help solve our problems. He must be
cultured and practical, and above everything else, understand that
many of his opportunities for good in the community lie outside the
four walls of the school. Our teachers for the last ten years have spent
five scant days a week with us, and have then hurried away to town

1C4 THE SCHOOL

where their real interests are. They never seemed to realize that they
had opportunities beyond the classroom".

The same book, The Rural Teacher and His Work, tells briefly the
story of John Tracy (this was not his name). He was "hired" at forty-
five dollars a month to teach a small school in a rich rural district.
John had advanced views of a teacher's duty; he was not content with
hearing recitations of lessons and marking papers. The contagion of
his aggressive vitality worked wonders. A farmers' institute, a women's
club, a choral society, an agricultural club, were soon holding meetings
in the schoolhouse. This meant a new building, a modern, one in every
respect. Tracy taught school gardening and agriculture so thoroughly
that the half-acre of school "yard" was augmented to four acres. Next,
a teacher's dwelling. Now John Tracy, the acknowledged leader of the
community, receives a salary of twelve hundred and fifty dollars a year.
Measured even in dollars and cents this kind of work pays. How much
greater the results when computed in terms of rural betterment!

A number of teachers have accomplished wonders in rural schools
and have made themselves famous. Perhaps these instances receive
greater publicity in the United States than they do in Canada. How-
ever, The School has occasionally during the past five years had the
privilege of publishing the stories of such achievements by teachers in
this Dominion. More should be brought to light because these examples
are fruitful. There is still plenty of room in any school for originality
and initiative.

Herbert Quick n The Brown Mouse explains that a brown mouse
is a freak, an accident, in the mouse family. A brown mouse is a rarity
but, according to Mendel's law, when one appears on the scene, startling
events are likely to happen. For "brown mouse" teachers there is in
these days a tremendous opportunity.

, Tij ^- "What knowledge is of most worth" asked

Moral Education. „ , ^ c ^ .u- .• ■ j

Herbert Spencer. 1 o this question varied answers

have been given. A philanthropist in the United States thinks that a

new systerft of moral education is the most urgent need of the time.

Over a year ago he offered a prize of five thousand dollars for the best

children's code of morals. That the committee of judges might not be

overwhelmed with worthless codes, the competitors were carefully

chosen; they were given one year for the completion of the work. Of

the seventy appointed code-writers, fifty-two succeeded in finishing

their morality codes on t me and these have been submitted to the

judges.

Given a code of morals, how are its principles to be inculcated? It

will be agreed that this is the greater problem. So thinks the anonymous

EDITORIAL NOTES 165

donor. He has, therefore, offered another prize of twenty thousand
dollars for the best method of character-education in Pub ic Schools.
Again, for obvious reasons, the competition is not an open one. In
each of the 48 states of the Union there will be appointed a committee
of nine collaborators, chosen on account of their special fitness for ,this
work; they will receive all the help and all the suggestions they can
obtain. One year — Washington's birthday, 1918, to Washington's
birthday, 1919 — is to be allowed for the study and formulation of plans.
The whole scheme is in charge of the National Institution for Moral
Instruction.

n . ... How the lessons of the great war may be

Opportunities ^ u^ ■ ^u u \ •* i i • -r 1 -

. XT- 4. taught m the school room is told m Teachers

„ , Leaflet No. 1, on "Opportunities for History

Teachers", just issued by the United States
Bureau of Exiucation of the Department of the Interior, for distribu-
tion to teachers of history throughout the United States. American
teachers are this year planning their work under much the same con-
ditions faced by Canadian teachers three years ago, and the latter will,
therefore, feel a special interest in this appeal to the history teachers of
the United States to assist in forming ah enlightened public opinion.

"The Nation has finally been drawn into a great war, a war which demands for its
successful prosecution not only efficient and courageous service in the Army and Navy,
but also the loyal co-operation of millions of men and women who are not enrolled in
the fighting forces nor directly responsible for the civil administration on which those
forces depend.

"P'irst of all comes the duty of keeping, for teacher and pupil, the habit of at least
trying to see things as they really were and are. This is not easy at any time. It is
peculiarly difficult at such a time as this, when too many people believe a slight distortion
ot facts may be a patriotic duty. In the long run loyalty to the country as well as
loyalty to history are best served by looking facts squarely in the face.

"The training of young people and of the parents through the pupils to take an
intelligent part in the decision of public questions is important enough at any time, but
it is peculiarly so in this war whose meaning for the individual citizen is not so easily
brought home. In 1823 and 1827, when the Munroe Doctrine was under discussion,
Daniel Webster referred to the people who thought that Americans had no interest
in the European system of mutual insurance for hereditary rulers against popular
movements. What, they said, have we to do with Europe? The thunder, it may be
said, rolls at a distance. The wide Atlantic rolls between us and danger; and, however
others may sufTer, we shall remain safe. Webster's answer to this question was strik-
ingly similar to some of the utterances of President Wilson: 'I think it is a sufficient
answer to this to say, that we are one of the nations ot the earth. . . . We have as clear
an interest in international law as individuals have in the laws of society'. That was
said long before the steamship, the submarine, and the wireless had broken down still
further our 'splendid isolation'. To-day we are fighting for our own rights, but over
and above those special rights of our own we are fighting for international law itself,
without which no nation can be safe, least of all those democratic governments which
are less effectively organized for war than for peace.

106 THE SCHOOL

" No one can take an intelligent part in a great conflict for the safety of democracy
under an orderly system of international law unless he is really interested in and knows
something about, other nations than his own —about the difference between a republican
government like our own or that of France or the scarcely less democratic constitution
of Great Britain on the one side, and, in sharp contrast to all of these, a strongly mon-
archical system like that of the German Empire, in which the most important measures
affecting the national welfare may be practically determined by a single hereditary
sovereign or a small group of such sovereigns."

The leaflet referred to above contains very valuable suggestions for
such a treatment of Ancient, European, British and American history
as will serve not only to show the causes of this present war, but to
illustrate the progress of the struggle, and to guide pupils and parents
to sane, intelligent judgments on current events and problems.

Book Reviews

An Introduction to Special School Work, by M. F. Bridie. London, Edward Arnold,
1917. Pp. xxii-|-238. The most valuable feature of this work is its thoroughly practical
character. How many teachers there are who understand the theory underlying the
teaching of the feeble-minded yet who fail in classroom work. Part of the difficulty they
experience is due to the fact that they are at a loss what to do. This is the book that will
help them. The reviewer does not feel that Miss Bridie is as secure in her knowledge
of principles as the routine work of the school. Dr. Auden gives a most illuminating
history jf the problem in his foreword. p. s.

/foMie/joW ^cco«n(j«g, by William A. Sheaffer. Price 65 cents. 161 pages. Published
by the Macmillan Company of Canada, Toronto. In these times when thrift must be
practised by all, this statement of the economic principles that underlie the expenditure
of the family income will be found a valuable aid in pL.nning and keeping account of
this expenditure. The aim 3f the book is to increase the family savings while raising
the standard of living. The chapter on Savings Bank Accounts, on Insurancs, and on
Investments for the Home is exceedingly helpful and s ggestive. Housekeepers and
girls taking training in household science will find the information provided by this book
invr.luable. s. w. p.

The Ideals of Painting, by J. Comyns Carr. Price ?2.00 net. 456 pages containing
120 illustrations. Published by the Macmillan Company of Canada, Toronto. This
book will be welcomed by the student seeking to extend his knowledge of painting from
the time of Giotto to the present day. Its illustrated chapters "compare and contrast
the spiritual aims that have been pursued and perfected in the work of separate schools
labouring under the dominating impulse supplied by individual genius". The various
parts of the volume deal in succession with the Ideals of Italy, of Flanders, of Germany,
of Holland, of Spain, of France and of England. s. w. p.

Scientific Method in Schools, by W. H. S. Jones. (Published by J. M. Dent & Sons,
Toronto. 36 pages. One shilling.) This little pamphlet is well worth the study of
every teacher. It first discusses the meaning of the scientific method and then gives the
various steps in the development of the method. Finally the author proceeds to apply
the scientific method to the teaching of a variety of lessons. This is the most interesting
part of the book. He shows how wide its application is, for he applies it not only to
lessons in science but in such subjects as literature, history, Latin and Greek. G. A. c. .

The Measurement of Intelligence

PROFESSOR PETER SANDIFORD, M.SC, PH.D.
Faculty of Education, University of Toronto

THE ancient Greeks regarded the mind as a unit. So it is, but not
n the sense they conceived it. They thought mind was like
a tank of water or a balloon where every disturbance was im-
mediately transmitted to, and affected, all parts of it. This view gave
way a century or more ago to the conception of mind as composed of a
number of independent faculties. Each faculty or compartment be-
haved as the Greek'mind, that is, as a whole, and faculty psychology
was the result. There was a faculty of reason. Train reasoning powers
in mathematics and reasoning in all fields would be benefited. Train
memory for dates in history and memory for poetry would be strength-
ened. The training of reason did not affect the memory powers. Each
faculty resided, as it were, in a water-tight compartment. And similarly
for all the faculties.

With the .additional knowledge of mind gathered during the nine-
teenth century psychologists began to be sceptical about the faculties.
Persons there were who had excellent memories for faces but wretched
memories for names. Moreover, injuries to the head sometimes de-
stroyed one part of memory while leaving another part intact. Memory
was seen to be not a single faculty, but a complex grouping of various
memories. Yet these rtewer ideas, which were common property among
psychologists, scarcely affected education at all. The old faculty
psychology reigned, and still reigns supreme.

About 1900 a number of psychologists, led by Thorndike and armed
with the science of statistics, carried out a series of experiments to
discover just what degree of truth there was in the old faculty views.
They found that not only were the various memory powers, etc., inde-
pendent of each other, but that school subjects, grouped together by
teachers from time immemorial under the same caption, showed also
little relationship. Geography, for example, had closer affinities to
algebra than geometry; the teaching of Latin affected progress in English
no more than arithmetic. Formal discipline, i.e., the view that teaching
one subject could and did help another, became discredited. Mind was
looked upon as an infinite number of independent powers and capacities,
each requiring separate treatment and training. But they proved too
much. They had to recede from the position they took. They reluc-
tantly conceded that one subject could affect another; the training of

[ 167 1

168 THE SCHOOL

one capacity could influence another, providing there were identical
elements discoverable in both. The identities, so far as school subjects
were concerned, were three in number — identity of material, identity of
method, and identity of ideal or aim.

But some there were who were still dissatisfied. How could one
explajn the fact that a bright student was so often clever in many direc-
tions? Why was a student found at the top, or near the top, of seven
or eight different examination lists? Was there not some factor at
work which made for all-round brilliance or all-round stupidity? Was
there not, in fact, such a thing as general intelligence? This view of
mind is gaining ground. Some explain it by the parable of the talents,
i.e., by the non-compensatory attitude of Nature. The brilliant person
is generously endowed in many directions; to hint that hath shall be
given.

Spearman, however, forced the issue by a fine piece of statistical
analysis. He took the correlation coefficients of earlier workers in the
field and showed that they pointed steadily towards the basic factor
of general intelligence. Every person was endowed, as it were, with a
given amount of intelligence, some more, some less, which could be
directed practically into any channel. The brilliant lawyer could have
become with equal ease a brilliant physician, and vice versa. While this
conception of mind and its training has not found general acceptance,
it has profoundly affected psychological research. Psychologists and
experimental educationists are busy measuring intelligence. And by
intelligence is meant native intelligence uninfluenced by training.

Native intelligence, of course, is measured by every test, every ex-
amination. If a pupil does well in Latin or mathematics he must have
had great natural gifts. But a person of great native intelligence would
not show his gifts in these directions if he had not been taught Latin
or mathematics. The problem then becomes — how to discover in the
untrained person capacities which will blossom under training. How
far can one predict the future of a boy of six years with regard to High
School and University subjects? Stated in this way the problem seems
to become mere speculation and idle prophecy. Such, however, is not
the case. It is now possible to forecast the results which will be reached
by students at the end of a course of study before they have embarked
upon it. To put it baldly: it is possible to test students, say in the
Faculty of Education at the beginning of their course, place them in
order of merit of general intelligence, and find that the results at the
end of the year confirm the forecast within an error of one to five per cent.

Such tests need not be elaborate. One form of test, known as the
completion-test, correlates so closely with accomplishment in so many
xlifFerent directions and occupations in life, that this test a'one is worth

THE MEASUREMENT OF INTELLIGENCE 169

a dozen days of testing along the formal lines of written examinations.
To cut the discussion short, an example of such a test is given. It was
standardised by Dr. Trabue and is found in his dissertation "Com-
pletion-test Language Scales", where details of its derivation are given.

Traube's Language Scale B.

On each line of dots, write the word which makes the best meaning
Only one word in each blank. Time limit, seven minutes.

1. We like good boys girls.

2. The is barking at the cat.

3. The stars and the will shine to-night.

4. Time often more valuable money.

5. The poor baby as if it were sick.

6. She if she will.

7. Brothers and sisters always to help other and

should quarrel.

8 weather usually a good effect one's spirits.

9. It is very annoying tooth-ache, often

comes at the most time imaginable.

10. To friends is always the it takes

The scoring is arranged so that a score of two is obta'ned for each

sentence perfectly completed, a score of one if almost but not quite
perfectly completed, and a score of 0 if not attempted at all or if im-
perfectly done.

The details of the scoring for Language Scale B are appended.

LANGUAGE SCALE B.

1. We like good boys girls.

55Core 2 — and, an und.

Score 1 — or, not, and good, also.

Score 0 — for, with, said the, and the.

2. The is barking at the cat.

Score 2 — dog, hound.

Score 1 — dogs, boy.

Score 0 — man, cat, god.
8. The stars and the will shine to-night.

Score 2 — moon.

Score 1 — light, planets, lights.

Score 0 — dipper, stripes, clpuds, city, sky, sun.
4. Time often more valuable money.

Score 2 — is, was. ...... than.

Score 1 — seems, becomes than.

Score 0 — are with, is with,

170

THE SCHOOL

5. The poor baby as if it were sick.

Score 2 — cries, cried, acts, acted, \ , fvery, getting,

lies, lay, looks, looked / (quite, extremely

Score 1 — suffers, suffered, appears, moans, sighs, lays, feels
behaves, was crying, groans, acts, looks,
plays never

{feeling, nearly, dangerously, rather, almost, real,
awfully, terribly, pretty, half, home, sea, bad, about
often, so.
Score 0 — * not, was very.

6. She if she will.

Score 2 — can, may.

Score 1 — will, may go, can do well.

Score 0 — does, works, goes, has, is, could, knows, might, plays, is good, can't.

7. Brothers and sisters always to help other and should

quarrel.

Score 2 —

h ifi /try, strive, offer, seek, agree, endeavour, I * ■ h i ""'^ '
Uearn, aim, attempt, want

Score 1 — must * .each *

^consent, like, go, work, love.

Ineverf

Should .

. each .

each . .

ibe ready, cojpe, have, wish (

(expected, able, supposed, told
glad, happy, willing, eager, ready,
bade, careful, good, apt, trying,
together, best, needed

should * f^the, an, one, one_an

nearly have each **

, ought to try each

most * each **

Score 0 — should * out, along, some *

can go one **

are ready one **

have had each **

are kind each **.

8 weather usually a good effect one's spirits

Score 2 — Cold, Pleasant, Balmy, Frosty,
Winter, Bright, Clear, Moderate,
Brisk, Spring, Fair, Cool, Mild,
Warm, Autumn, Beautiful

Score 1 — "■ had **

Summer, Good, Fine, Nice, The, Hot, Sunny,
Calm, Rainy, Temperate, This, Such, Damp,
Windy

■* takes, produces **

Summer, Good has **

Score 0 — * Summer, Damp, Bad has, is to, in.

* makes, shows **

* gives to.

Bad has **

Las °"' U

Jnas , I

upon.

on,

pon.

.has.

have (a, the, * . . . . which

>

THE MEASUREMENT OF INTELLIGENCE 171

It is very annoying to tooth-ache often

comes at the most time imaginable.

^Trying, unexpected, absurd, .^
inconvenient, embarrassing,
annoying, unwelcome, unusual,
distressing, extraordinary,
disagreeable, inopportune,
undesirable, unfortunate,
unsuitable, unreasonable,
objectionable

suffer from, with which **.

Score 1 — get, feel suffer, bear * which **

i^horrid, awkward, terrible,
critical, unpleas3,nt,
busy, strange, important,

have * I I unthinkable, peculiar,

-■om,f "'^"^^- ^

y.

suffer from.

unlucky, harmful, valuable,
strange, unlikely, unsatis-
iactory, unprepared, uncer-
tain, awful, queer,
have * for it, as it, and it, that, it **.

Score 0 — have * and **.

have * which (unknown, pleasant, happy,

I joyful, worst, sudden.

10. To friends is always the it takes.

Score 2 — have, make, win,* J J 1

gain, be, help, keep, f "'""^ ^ time, effort, trouble j>

Score 1 — see, satisfy, meet, greet, know, please, find,( ,

treat, visit, entertain, possess, obtain )

* worth endeavour, energy, pains, patience, work.

Score 0 — * for, worthy of **

win better longer.

our given best.

The completion-test is, of course, only one of the many tests which
can be used to evaluate the native intelligence of pupils. The test
outlined above is again only one of the many completion-tests which
have been devised and standardised. But it suffices to illustrate the
type. Further details of completion-tests can be found in Whipple's
Manual of Mental and Physical Tests; Trabue's dissertation mentioned
above; and in the files of many educational journals, especially those of
the Journal of Educational Psychology.

It was the day before the 24th of May. The teacher asked: "Can any one tell me
whose birthday we celebrate to-morrow?" Several of the older pupils' hands went up
immediately and one of the little tots. To encourage the little ones she said: "Well,
Alan, tell me whose birthday we will celebrate to-morrow?" "Mine," said Alan,
perfectly satisfied with himself. And sure enough it was, and of course, we did — Alan's
and Queen Victoria's. — A Manitoba Schoct.

A Twentieth Century Grammar

{Nihil infelicius grammatico definitore. — Scaliger 1540-1609).

ANDREW STEVENSON, B.A.
Normal School, London

[An Address delivered before the Training Section of the O.E.A.]

ENGLISH grammar as a subject of study in our schools is now
clearly on the defensive. It looks as if it must justify itself or go.
The many virtues that have been attributed to the study by
teachers and text-book writers do not seem to have been realized in
practice, or at least not realized to an extent to justify the time and energ>'
that have been spent on the subject.

Nevertheless it is legitimate to maintain that English grammar
has various notable values. It is useful as a preparation for the study
of foreign languages, for the interpretation of literature, as an aid to
judgment in oral reading, and to the attainment of correctness, clearness
and force of expression in English composition, whether oral or written.
Moreover, when the subject has been properly presented, it seems
reasonable to suppose, in spite of assertions to the contrary, that English
grammar has certain formal values as a training in accurate observation,
accurate modes of classification, comparison and reasoning, and accurate
statement based on this observation and reasoning.

That these important results have not been generally obtained
from the study of English grammar is not due to the nature of the sub-
ject in itself but rather to faults in the mode of presentation by text-book
writers and teachers.

The history of the production of text-books in English grammar is
the melancholy history of a series of renewals of the old fatuous and
futile attempt to put new wine into old bottles. Though English is a
living, analytic, comparatively uninfiected language, grammarians as a
class have insisted upon trying to force it into the rigid moulds of defini-
tion and rule that were made for a dead, synthetic, inflected language.
And even in the exceptional case where an author goes through the
motions of developing his principles inductively, he really starts out by
accepting the old dogmatic conclusions and then selects only such facts or
imaginations as would seem to give support to these conclusions.

1172]

A TWENTIETH CENTURY GRAMMAR 173

English grammar as a subject of study was not introduced in England
until the Tudor period, and even then, and for long after, only in a slight
measure. Lilly's Latin grammar had been revised and prescribed in
1543. John Colet wrote an introduction to Lilly's book, which intro-
duction has been called the first English grammar. But truly it was not,
prop)erly speaking, an English grammar at all, but merely a translation
into English of the elements of Latin grammar, and was designed only to
aid the pupil in acquisition of Latin. This book was the standard text
in England for nearly two hundred years. There is a quaint comment
in this book which has some application in later times. "The varietie
of teaching of grammar is divers yet, and always will be, for that every
schole-maister liketh that he knoweth, and seeth not the use of that he
knoweth not."

In 1712 Richard Steele wrote a grammar in which he attempted to
make the acquisition of grammatical rules more easy by expressing them
in rhymes more or less forced and fantastic. In 1767 Bishop Lowth
published a grammar which was notable in various respects. He defined
grammar as an art, and gave a number of examples of false syntax to
be corrected. This book was the basis of Murray's work, issued thirty
years thereafter, and for the text-books of the host of Murray's followers
and imitators.

Dr. Lowth's dogmatic attitude may be inferred from his statement
that " no authority, not even that of Shakespeare and Milton, is sufficient
to justify" what Lowth is pleased to call "solecisms." But the author's
dogmatism does not keep him from looseness and inaccuracy and even
absurdity of statement — a fault in which he has been too faithfully
followed by many of his successors. Two examples are here appended
from the "new corrected edition" of 1774.

"An adjective is a word added to a substantive to express its
quality."

"When the verb is a passive, the thing acted upon is in the nomina-
tive case."

In 1786 appeared "The Diversions of Purley" in two large volumes,
by Home Tooke. This seems to have been the first serious attempt
at a philosophic and scientific investigation of the English language.
The writer quotes copiously from Anglo-Saxon and Early English as a
basis for his conclusions, and, though his theories are not always sound,
he deserved great credit for his mode of procedure. Tooke felt called
upon to undertake this work because of the unscientific character of the
books previously published on the subject. He says " Men easily take
upon trust, are easily satisfied with and repeat confidently after others,
false explanations of things they do not understand."

174 THE SCHOOL

In the year 1823 appeared the first edition of Kirkham'g grammar —
a work put forward as an improvement on Murray's grammar, and laying
great stress on parsing and on the correction of errors. This book was an
immense success, so far as popularity indicates success. There lies
before me a copy of the Third Canadian Edition, from the Sixtieth
American Exiition. This volume is bound in leather and was printed and
published in Toronto in the year 1853. In spite of the number of
editions issued, Kirkham's grammar left many things to be desired, some
of which were accuracy in definitions and rules, as may be gathered from
the following statements: "A noun in the possessive case is governed by
the noun which it possesses." "An active verb is transitive when the
action passes over from the subject or nominative to an object." "The
noun governed by a transitive verb is the object of an action." "The
nominative does something, the objective has something done to it."
"The nominative is the actor or subject, and the active verb is the action
performed by the nominative."

The fact that teachers all over Canada and the United States kept on
for fifty years teaching such unmitigated nonsense as this merely
shows what a docile and easily satisfied set of persons too many teachers are.

Lennie's grammar was partly contemporary with Kirkham's and
like it in the stress laid on parsing and the correction of false syntax.
One feature of Lennie's work, and Kirkham's also, that could not be
forgotten by those who were the victims of it, was the lists of preposi-
tions, conjunctions and adverbs that were to be memorized, by sheer main
strength, to serve as a basis for parsing. How little mental development
was got out of such parsing may be known by considering, for instance,
that we parsed the word "so," wherever we saw it, as an adverb, because
it was classed as such in the memorized list of adverbs.

After Lennie's and Kirkham's our Ontario Schools used the Public
and High School texts by Dr. Davies, which were based on Bullion's work
and were as faulty as their original.

A new era set in with the publication in England of Green's " English
Grammar " and, in the United States, of Whitney's " Essentials of English
Grammar".

In spite of the advance made towards a more scientific treatment
in the later books, including the present Ontario High School Grammar,
many of the old absurdities still survive both in print and in teaching.
It seems necessary to point out some of these which should not be allowed
to appear in any future text-book and should not be continued in
teaching.*

•Since the above address was written there has been issued a revised edition of the
Ontario Public School Grammar, in which most of the errors noted in the address
have been corrected.

A TWENTIETH CENTURY GRAMMAR 175

It is obviously absurd to speaic of case in English as "an inflection
of nouns and pronouns." Most pronouns are not inflected to show the
case relations, and of the nouns none show by inflection any function or
relation except the possessive. Many nouns, indeed probably most
nouns, are not inflected even for the possessive.

It is undoubtedly an error to say that a noun or pronoun in the
nominative absolute construction has no grammatical relation in the
sentence. For in the sentence "This done, we departed," no one will
deny that the participle "done" is grammatically related to the pronoun
"This". But, since every relationship must have at least two ends, as
"done" is related to "This", so "This" must be related to "done".
Further, if we had the verb "was done" here, "This" would, of course,
be in the subjective relation to it, and so it is obvious that "This" is in a
similar relation to "done" in so far as "done" is partly a verb — a
similar relation, though not the same, which is, however, no justification
for saying that there is no relation at all. Moreover, since " This" is the
principal elementin the phrase " Thisdone", which has a strong adverbial
relationship to "we departed", it is unreasonable to deny a share of that
relationship to "This".

A similar objection holds against treating mood as a matter of
inflection. In the following sentences the word "write", without any
inflection whatever, is considered as of the indicative, the subjunctive,
the imperative moods respectively: " You write well. If you write me at
all, write me regularly."

Some text-book writers define the indicative mood as " the form of
the verb which shows that the speaker views his assertion as [representing]
a fact." This is, of course, absurd, since it does not include the instances
where the writer or speaker is uttering a deliberate falsehood. It would
be convenient, indeed, if liars were compelled to use a special form of the
verb for their utterances, but so far these gentlemen have escaped that
compulsion.

The predicate does not "make an assertion about the subject".
The assertion is made about the person or thing denoted by the subject,
and the predicate alone does not serve to make the assertion, for the
assertion includes the subject as well as the predicate.

It is not a correct definition of a transitive verb to say that it is one
that "denotes an action that is directed toward an object." In the
sentence "She plays well " the action of playing must be directed towards
an object, as a piano, though, of course, the verb "plays" as used here is
not transitive.

It is not correct to say that "the object of a verb is a word or group
of words denoting the person or thing affected by the action expressed by

176 THE SCHOOL

the verb." In the sentence " I hear the thunder", the word "thunder"
is the object of the verb "hear", but the thunder itself is not "affected"
by my hearing it. Moreover, when the passive form of the transitive
verb is used this definition is even less applicable.

It is absurd to speak of a verb as " agreeing with its subject in number
and person" except where there is an inflection or other special form to
constitute such agreement. In dealing with the past tense of the verb
"move", for instance, how can we speak of agreement in any instance,
since the form "moved" is used throughout? Moreover, in parsing a
verb, it answers every useful purpose to conclude merely with "having
for its subject so and so," and not "agreeing with its subject so and so,"
thus not mentioning person or number at all except where there are
inflections or other special forms for these.

Some writers of text-books in presenting the conjugation of verbs,
give only "thou" forms in the second person singular. Could there be
anything more unreasonable and unscientific than such a presentation
of the archaic and exceptional form as if it were not only the standard
form but the only form?

It seems absurd to say in parsing that this, that, or the other word is
"understood". As a matter of fact such word is generally not under-
stood except by the grammatical pedant. In parsing the imperative
verb, for instance, it accords with the usual fact to say that the subject
is "omitted" or "unexpressed", and it can easily be shown why it is
omitted in the given case, and inserted in other cases.

Since in the English language the grammatical names of words are
determined by their use, it is absurd to speak, for instance, of "an
adjective used as a noun." One might as well speak of a Scotchman as
used as an Orangeman, whenever a man of that nationality joined the
Orange order.

The writer of a "Twentieth Century Grammar" should show the
great importance in an English sentence of position instead of inflection in
indicating the function and relation of words. He should also recognize
the simple fact that, in everyday English, in Canada and the United
States at least, the idea of simple futurity in connection with the verb is
commonly shown periphrastically by the use of a progressive form of the
verb "go" as the auxilary, instead of by "shall" or "will". Moreover,
the English language should be presented in such a text-book as a living,
growing organism, living by change and improving by change. Such
treatment would in time do away with the opposition to certain ten-
dencies to change and improvement which still manifest themselves, as,
for example, the tendency to drop the forms "whom" and "doesn't",
the retention of which serves no good end whatever. Such treatment

BOOK REVIEWS 177

would also prepare the way for the introduction of a rational system
of spelling. Finally, even an elementary text-book on English grammar
might well include an inductive presentation of a few of the simplest and
most interesting facts and principles connected with word derivation and
versification.

The Twentieth Century text-book in gratnmar, being a human production, will, of
course, not be perfect. But when it comes, and when we teach grammar by developing
and not by dogmatizing, and our pupils learn by observing and reasoning and not by
listening and memorizing, then, and not till then, may we hope to get for grammar as a
subject of instruction the high educational values that have long been vainly claimed
for it. Moreover, under such new conditions a majority, at least, of the children will
take pleasure in their work in grammar, and not find it a disagreeable task, as is too often
the case under present conditions.

Book Reviews

The Book of Pencil Drawing, by E. A.. Branch. Price 2/6 net. 63 pages. Published
by Evans Brothers, Montague House, Russell Square, London, Eng. Teachersof art will
find this to be a very useful book. It contains 28 full-page drawings illustrative of pencil
work representing "objects which are quite common". An outline of one lesson chosen
a-t random will indicate the scope of the book. On page 18 the study chosen is a Coco-
N'ut. There are, seven drawings at different stages of development, and descriptive
material under the following headings, basic form, materials^ arrangements, stages, the
sketch, the broad shadow, the cast shadow, the half-tint, the highlight, the reflected
light, the details, the fibres. s. w. P.

An Introduction to the History of Science, by Walter Libby. (Houghton Mifflin
Company. Boston. J1.50.) The science taught in the schools of the future will have
more of the human element in it than has the teaching of the present. We have marked
evidence of this in the changes that are coming over the elementary text-books in science
at the present time. The newer books have portraits of scientists with short biographies,
and the great scientific discoveries are connected with their discoverers. Undoubtedly
this gives a new interest to science. The up-to-date teacher of science cannot know too
much about the history of science. At present the number of books to help the teacher
in this respect is limited and we are very glad to see this addition to the accessible
literature on the subject. The volume under review develops the history of science
around a few of its most eminent men. This volume is well worth a place in every school
library. G, A. c.

A Schoolmaster of the Great City, by Angelo Patri. Price J1.25. The Macmillan Co.,
Toronto. The author, a young American of Italian birth, tells of his experiences in
securing an education and in teaching in New York. Beginning as an assistant, he
describes his experiences in various schools. Taking a further course in education under
Dr. McMurry and others, his inspiration, his vision, began to develop. His attempts to
humanize the schtxjl, the obstacles, the encouragements, the oppositions are told in
delightful story form. Every teacher will be benefitted by reading this book; it holds
the attention; it is suggestive and optimistic. The author "sees the school not as a
perfectly adjusted machine for the turning out of a uniform product, but as a great
institution where a thousand and one diverse natures may be so trained that each will
reach its fullest development ". w. j. D.

Examinations in Art, 1917

Middle School Examination for Entrance into the Normal

Schools.

S. W. PERRY, B.A.

Faculty of Education, University of Toronto

IN this issue of The School appear the Middle School papers. in Art,
together with scales of valuations employed by the examiners,
samples of candidates' answers, and a few suggestive notes.

There were two papers, one requiring drawings in representation,
in the three mediums, pencil, charcoal, and water colours (any two),
and a compulsory question on picture study; and another, framed to
test the candidate on that part of the course requiring historic ornament,
architecture, lettering, and design (any three out of four questions to
be answered).

There was a larger number of good pencil drawings of the group
submitted for question 1, (a gentleman's boot, and a boot brush), than
of work in any other medium in answer to the other questions. It is
gratifying to know that the lead pencil is being emphasized in our schools
as a handy, useful, and most expressive medium. Errors in abundance
there were, in form and in tone, in the drawings of the objects and of
their shadows, in the placing of the group, and in pencil handling.

Plate A

The charcoal drawings from a simple plaster cast were, as a rule,
very inferior. Either charcoal work is being neglected, or the t me is
being wasted on casts of too great difficulty. Only objects of good size
and simple form should, be attempted. The time at the teacher's dis-
posal precludes advanced work from the antique.

11781

EXAMINATIONS IN ART, 1917

179

Perhaps the majority of the candidates passed over question 3.
Most of those who chose it preferred to draw a bit of landscape to illus-
trate the "leafy month of June" than to draw "a boy canoeing" or
"a girl feeding a hen and chickens". Figure drawing is beyond the
ability of most students, especially with the limited facilities that are
afforded in the schools for studying and practising to draw the human
figure at rest and in action. The clever candidates handed in some
very fine drawings, some of which are reproduced in plate B.

Plate B

\

The answers to question 4 were sometimes excellent, oftenest only
fair. In the Middle Schf)ol particularly, more attention should be paid
to the technical excellence of the masterpiece than to the story it aims
to tell.

In the second paper candidates did their poorest work when answer-
ing the first two questions. "Historic ornament" and "styles of archi-
tecture" open up a very wide field for study. Teachers might first,

ANNUAL

MlD-WlNTEl?.

Sale

White Goods

rrida\|Onlij

WHITE EDDDS

" 5 ALE

Z n;id-\vinter

\M11TE GOODS
SAi.E.

EXAMINATIONS IN ART, 1917 181

at any rate, direct their students in the study and drawing of the most
frequently used and hence the best known forms of historic ornament
and architecture.

Most candidates seemed to be entirely unacquainted with the form
of the "egg and dart" ornament, though it is of such frequent occur-
rence in modern decoration. As many were at a loss as to the charac-
teristic features of a Grecian Doric column.

Design and lettering are receiving more attention and, as a result,
much better answers are being received in this most important branch
of art. Some of the best show cards received are reproduced in plate C.
Some queries naturally arise upon an examination of these:

(1) Would not a uniform style of lettering throughout the show
card be better, e.g., Roman or Gothic without any admixture of another
style?

(2) Which is the most important. Mid-winter, or White Goods, or
Sale? If White Goods, it should be made the most attractive.

(a) In the larger size of lettering,

(b) In th£ place assigned to it in the arrangement of the show card,
and

(c) In the "appropriate decoration" chosen for the card.

While there is much to commend in the lettering of the show cards
reproduced in plate C, the student will readily discover errors in the
formation of such letters as O, S and W.

While the principles of composition should be observed in every
drawing, they were especially required in question 4. Moreover, a
pleasing colour harmony and a careful balancing of tones were exf)ected.
In all these particulars most of the work was very crude.
Note. — Through some oversight plate C in the Lower School Art in the October issue was

printed upside down.

The Question Papers.

MIDDLE SCHOOL EX.VMINATIOX FOR ENTRANCE INTO THE NORMAL SCHOOLS.

ART.

(first paper.)

Note 1. — At the beginning of the examination the Presiding Officer shall provide each
candidate with three sheets ot drawing paper taken from No. 2 Blank Draw-
ing Book. Extra sheets shall be provided if necessary.
Note 2. — .\ separate sheet of paper shall be used for the answer to each question.
.Vote 3. — The answei papers shall be numbered, and folded once across only.
(Three questions constitute a full paper, one of which
shall be question 4.)

1. Make a shaded pencil drawing of the group of objects submitted.
The drawing shall be about eight inches wide.

182 THE SCHOOL

2. Make a charcoal drawing from the plaster cast submitted. The
drawing shall be as large as the paper will allow after leaving a suitable
margin.

3. Make a water colour drawing of any one of the fol owing:

(a) A boy canoeing.

(b) A girl feeding a hen and chickens.

(c) A bit of landscape in "the leafy month of June".

Make the greater dimension of the drawing at least six inches, and
set it within a suitable enclosing line.

4. Answer with pencil upon drawing paper the following questions
about the picture on the opposite page:

(o) What principles of artistic composition are shown —

(i) in the arrangement of the two principal clusters of trees

within the picture enclosure;
(ii) in the placing of the principal group of animals?

(b) In what ways has the artist indicated the source and character
of the light?

(c) What characteristics of these animals has he portrayed in the
more prominent individuals of the groups?

(d) Would you classify this picture as a landscape or as an animal
portraiture? Give reasons for your answer.

(e) Describe concisely the scene which the artist has pictured.

Confidential Instructions to Presiding Officers.

(first paper.)

1. The paper to be used is drawing paper from the authorized (No. 2)
Blank Drawing Book.

2. Each candidate shall be allowed three sheets of drawing paper at
the commencement of the examination period and additional sheets as
he may need them.

3. For question 1, the Presid-
ing Officer shall place upon suit-
able supports on a level with the
top of the candidates' desks, at
the front of the room and also, if
_;~. necessary, in the aisles, so that

ffifffliP ^^^^^ ™^y ^^ ^ group for every
five or six candidates, groups of
objects arranged as nearly as
possible as in the engraving, and consisting of:

(a) a man's boot (old or new), partly laced, and
{b) a shoe brush.

EXAMINATIONS IN ART, 1917 183

4. For question 2, the Presiding Officer shall place a plaster cast of
a human foot where each candidate shall have a fair view of it.

In centres where there is not a sufficient supply of this study for all
the candidates, the Presiding Officer may use plaster casts of the human
hand, or of a panel of a flower and leafage, or of other casts presenting
about the same degree of difficulty.

(second paper.)
{Any three questions constitute a full paper.)

1. Paint in red upon a dark-blue ground an egg-and-dart ornament
on a Greek moulding four inches wide. It will be sufficient to finish two
complete units.

2. Make in pencil a perspective drawing, nine inches in height, of a
Grecian Doric column, showing capital, shaft, and stylobate.

3. Design a window show-card advertising a Mid-winter White Goods
Sale. Employ suitable lettering and simple appropriate decoration in
ornament, and in colour.

4. Within a rectangle five inches by eight inches make a drawing of
flower and foliage showing a pleasing arrangement of lines and masses.
Finish in flat tones with water colours, balancing light masses against
dark masses upon a gray background.

Scale of Valuations.

FIRST PAPER. Marks. Total.

1. Pencil Drawing 33

Size and placing 3

Form (including proportion of objects of the group and perspective

of objects and shadows) 15

Tone (including values of objects and of background, foreground,

light, shade and shadow) 10

Pencil handling and indication of texture 5

2. Charcoal Drawing 33

Size and placing 3

Form 18

Tone 12

3. Water Colour Drawing 33

Size and enclosure 3

Composition 22

Space divisions 4

Centre of interest 8

Subordination 6

Balance 4

Colour and tone 8

4. Picture Study 34

(a) Principles of composition (4X3) 12

ib) Source and character of light ^2X3) '. 6

(c) Animal characteristics 7

(d) Landscape or portraiture 3

(e) Concise description 6

184 THE SCHOOL

SECOND PAPER.

1. Historic ornament (egg and dart) 34

Size 4

Correctness of form 20

Colouring 10

2. Grecian Doric column 34

Size 4

Form, including

Correctness of order 6

'.j Proportion of parts 12

,^ Perspective 12

3. Window Show Card. ..'. 34

Lettering 20

Considering neatness of formation, size, uniformity, spacing.

Design 14

Arrangement, appropriate ornament, colour.

. 4. Decorative panel of flower and foliage in colour 34

Size 4

Observance of the principles of composition 20

Colour 10

(Considering harmony and balancing of tones).

Suggested Answer to Question 4— First Paper.

Return to the Farm
(a) Principles of artistic composition are shown (i) in the arrange-
ment of the two principal clusters of trees:

(1) The smaller is an echo of the larger, emphasizing it according
to the principle of repetition.

(2) The smaller, also, by its diminished size is true to a principle
of perspective, leads the eye into the picture and lends a sense of distance
over wide reaches of pasture land.

The placing of these two clusters of trees helps in the production
of more pleasing space divisions of the picture enclosure; the- larger
cluster is subtly placed at a point between the centre and the right of
the picture, and the smaller as carefully placed to the left.

(4) They assist in preserving the balance of dark and light
masses; the dark mass of the larger is in contrast with the light mass
of animals, and the dark mass of the smaller is in contrast with the light
reflected in the pond.

(5) The reason for the larger cluster is a background for the
animals, the excuse for the smaller is for a balancing echo needed in
this place and to form a suitable background for the pastures from
which the animals are returning.

(ii) In the placing of the principal groups of animals?

(1) The ten sheep and two cows constitute the principal group
of animals. Their white fleeces and light hides are shown off in beautiful

EXAMINATIONS IN ART, 1917

185

contours in a bath of sunshine against a dark background of trees.
These animals evidently provide the artist with his theme and are thus
the centre of interest.

(2) The other animals, scattered in ones and twos, are subordi-
nate to this group, and are used to account for or to further emphasize

186 THE SCHOOL

characteristic attitudes or conduct of the members of the principal
group.

(b) The position of the light on the right of the clouds and of the
well-defined cast shadows thrown to the left of the animals indicate
bright sunlight coming from a point half-way down the (western) sky.

(c) A variety of attitudes bring out different characteristics of these
animals. The presence of a frolicsome farm dog accounts for the attitude
of impatience of one bossy and the assumed unconcern of the other.
Thus the dog provides the artist with a reason for two entirely different
cow attitudes. The foremost sheep casts a questioning glance at the
dog, the fourth to the right is somewhat timidly crowding the rest,
while others braver or at a safer distance are heedless of the dog's bark.
Again the dog has given the artist a natural reason for a number of
characteristic sheep attitudes.

The donkey loitering in the rear adds a touch of humour to the scene.
The stragglers of the herd splash along the edge of the pond, linger to
drink of its water, or, in the case of the nearest, stop to lick a tickling
spot upon the hip.

{d) In this combination of animal attitudes and landscape, the land-
scape is undoubtedly subordinate to the animals. It provides a suitable
natural setting for the animals. So that this picture is properly classified
as one of animal portraiture.

(e) It is past mid-afternoon. On a country road, skirting a pond
and having a dark background of trees, the farm animals are leisurely
walking from the pasture. A donkey humourously brings up the rear
while a mischievous farm dog runs barking ahead of them. Other
cattle linger in or near the waters of the pond. Beyond are the open
fields and vistas broken by clumps of trees. The whole landscape
provides a natural setting for the animals of the farm whose character-
istics are pictured in numerous striking attitudes. Over all is spread a
clouded sky. But the whole scene is lighted up by the bright sunlight
of a mid-summer sun breaking through the clouds from a point half-way
up the sky to the right of the picture enclosure.

The class had emerged joyously from a semester in American literature — its bright,
particular stars, its forms, its various styles, its masterpieces, and so forth. With smiling
confidence the teacher scanned the final examination papers, and found this: " What was
Wliittier's style?" "Whittier was not what you would call a stylish man. He cared
more for his books and for writing than for clothes."

First Co-ed: "I've lost a diminutive, argenteous, truncated cone, convex on its
summit, and semi-perforated with symmetrical indentations.
Second Co-ed: "Here's your thimble."

Aids in Spelling

JOHN B. BRENNAN, B.A.
Principal, Queen Victoria Public School, Toronto

Method ^" ^^^ September issue of The School, I

pointed out that in order to reduce any word to
writing in its generally accepted form, one must have a correct mental
image of that word, and that these mental images may be visual, auditory
or motor It is reasonable, therefore, to suppose that the pupil who is in
possession of all three types of images will recall a word with greater
accuracy and precision than the pupil who has only one or at most two
mental mages of that word. Granted that this is true, the first and best
aid in the teaching of spelling is the employment of a well-defined method
that will have due regard to all three types of mental images. (See
September number, page 56) .

Importance ' P™^^t>ly the most important part of the spel-

f ^Y\Q ''"S lesson is the assignment. The words that

Assignment. ^^^^^ ^^^ greatest difficulty, especially in the

primary grades, are those that have but slight
difTerences of form such as, brought, thought, though; bough, bought; saw
and was; who and how, etc. If during the assignment the attention of
the pupils is directed explicitly to these minor differences, and the
correct form emphasized in each case, a great deal of after trouble which
words such as these occasion will be avoided.

Then again in such words as deign, subtle, benign, and the like, which
have a silent letter, it is often not sufficient to make passing mention of
these silent letters. They must be emphasized in some way. A very
good plan adopted by many teachers is to draw a faint vertical line
through such letters, thereby impressing upon the mind of the pupil that,
while the letter is present in the word, it has no sound value.

It is also a necessary part of the assignment that the pupil should
learn the meaning of every word and be able to use it in a sentence. The
meaning of a word is one of the most valuable associations that can be
formed, and its importance as an aid to correct recall cannot be over-
estimated.

Teach Spelling Wherever practicable it is advisable to teach

]3y ^Yie spelling by the process of word-building. No

Process of greater mistake can be made than to ask pupils

Word-Buildinff *"" '^^""^ '-^^ spelling of a number of words by rote.

In the teaching of derivatives certain definite
rules are laid down for our guidance and, while it would be an almost

11871

188 THE SCHOOL

impossible task to commit all these rules to memory, a few of the simpler
ones will be found sufficiently helpful for our purpose. When a rule is
thoroughly understood, apply it in word-building. In dealing with
these rules, however, it must be borne in mind that there are exceptions
to every rule.
Rule 1. Words ending in a silent e drop the eon receiving a termination

which begins with a vowel, e.g.: cane, caning, caned; plane,

planing, planed; dine, dining, dined.
However, in such words as singe, tinge and swinge, where the e affects the
sound of the preceding consonant by softening it, the e is' retained as in
singeing, tingeing, swingeing to distinguish these participles from singing,
tinging and swinging.

Exceptions: — ^When silent e is preceded by v, c, or g soft, it is usually
retained before able and ous, e.g.: peace, peaceable; courage, courageous.

N.B. — -When silent e is preceded by v the present tendency is to drop
the e and thus we have love, lovable; move, movable.
RtiLE 2. Words of one syllable, ending with a single consonant preceded

by a single short vowel, double the final consonant on the

addition of another syllable, e.g.: can, canning, canned; plan,

planning, planned; din, dinning, dinned.
This rule also applies to words of two or more syllables ending in the same
manner and having the accent on the last syllable, e.g.: compel, com-
pelling, compelled; occur, occurring, occurred; inter, interring, interred.

Note.— Words having the long sound of the vowel do not double the
last consonant, e.g.: fear, fearing, feared; roam, roaming, roamed.
Rule 3. Words ending in a single consonant, but not having the accent

on the last syllable do not double the final consonant on being

augmented, e.g.: suffer, suffering, suffered; limit, limiting,

limited; enter, entering, entered.
Rt:le 4. Words that end in II usually dfop one I when they become

part of a compound word, e.g.: till, until; all, always; Jilt, full,

fulfil; full, thoughtful; skill, full, skilful.
Exceptions: recall, uphill, refill.
Rule 5. Most words ending in y preceded by a consonant change the

y into i on the addition of another syllable, e.g.: happy,

happier; verify, verified.

Some exceptions to this rule are that the y is retained before

ing, ish, and s; e.g.: verify, verifying; baby, babyish; pity, pity's

sake.

The y is also retained in dryness, shyly, shyness.
Note. — Rule 5 is but an application of the rule for forming the plural
of certain words. Here it might not be out of place to draw attention
to the formation of the plural of words ending in o. It is sometimes

AIDS IN SPELLING 189

difficult to know whether to add s or es to the singular. The following
observation may be helpful. Most musical terms ending in o add 5 only;
most other words ending in o add es, e.g.: piano, pianos; trio, trios; solo,
solos; canto, cantos; cargo, cargoes; negro, negroes; potato, potatoes.

__ .. , When words to which no special rule applies

_, , present difficulties, the ingenuity of the teacher

must be brought mto play. I have m mmd such
words as separate, piece, believe. The word separate is often spelled
seperate, piece is often written peice and sometimes we see the incorrect
form beleive. Some teachers emphasize the correct form by writing the
troublesome letters with coloured chalk, but various means may be
devised. One teacher in dealing with these three words adopted the
following plan. With the word separate she asked the class, "What do
we do when we separate things?" The answer was, "We part them."
It was seen that separate and part both contain the letters p — a — r
in the same order, and this word gave the class no more trouble. They
Were told to connect the word piece with the word pie. They saw that
the letters p — i — e are contained in the word piece and form part of it.
From then on piece was spelled correctly. If there was any doubt, "A
piece of pie", gave the clue. In dealing with the word belike, the class
was told that it is always right to believe what is not a lie, and that,
strange to say, the word believe contains the word lie. Thus by associa-
ting separate with part, piece with pie, and believe with lie the correct
form of these troublesome words became fixed. In dealing with such words
as these, avoid suggesting the mistakes that the pupils are likely to make.

Memory Aids Memory aids may also be successfully employed

in Dealing with in dealing with the more difficult homonyms.
Homonyms. For instance, the words principle and principal are

often confused. We know that one of these
words means " the chief or head " and the other generally means "a rule
of conduct", but which is which? The word rule ends in le and so does
the word principle, which means "a. rule". Thus having a definite
association for the one word, the other will take care of itself.

Again take the words stationery and stationary. The only difference in
these words is that the one has an e where the other has an a. With only
this slight difference in form, it is to be expected that mistakes in their
use will occur. If, however, we remember that when we write we use
stationery and that the words write and stationery both contain the letter e,
we shall be able to use the words in their proper connection. In this
case we may form an association for the other word also. When any-
thing stands it is stationary. Both words, stands and stationary, contain
the letter a.

190

THE SCHOOL

Practice and practise sometimes give difficulty. One has the letter 5
where the other has the letter c. One is a noun, the other is a verb.
C comes before s in the alphabet. Noun begins with n and verb with v,
and n comes before v in the alphabet. Associate the letters that come
first in the alphabet, that is, the n with the c and it will be remembered
that the noun is spelled practice and the verb practise.

The above examples are given merely as suggestions. Devices such
as these have been found to work well. It is difficult to say just how
far these memory aids should be carried, but there can be no objection
to their use, so long as they can be justified by results.

As a final recommendation, place stress upon the attention that
should be given to the correction of mistakes in the daily lessons. The
importance attached to correction cannot be emphasized too strongly.
Require every pupil to keep a corrected list of his mis-spelled words and
see that he reviews them from time to time. It is not sufficient that the
mis-spelled words be written a given number of times. Unless the writing
is done with conscious effort it is time wasted. The teacher should keep
a list of all the mistakes made by the class. These should be drilled
upon day after day, week after week, if necessary, until the pupils are
able to writ-e them without thinking of their form. Do not assign long
lessons. Make the lesson short enough so that it will be possible for
each child to have it perfect. It will be easier for the pupils and the best
results will be obtained if no new assignment is made until the previous
lesson is perfected. It is the height of folly to teach new words when the
child's brain is already overburdened with incorrect images.

The accompanying illustration from Tkf Rural Teacher and His H''ork (The Macmillan Co., Toronto)
emphasizes the futility of giving a new assignment betore the previous lesson is thoroughly mastered.

Attempting to learn these: —

While misspelling these: —

spectacle

halo

legacy

gossamer

sluice

lurid

buoyant

linear

aggrieve

superlative

romantic

obstinate

Fig. 28. — Reproduced from the Elimination Report of the Iowa

State Teachers' Association.

From The Rural School Teacher and His IVork. The Macmillan Co., Toronto

Primary Department

RiTTENHOUSE SCHOOL

Send in a "Snapshot" of your school for reproduction on this page.

A Special Request

How noticeable is the increasing interest in rural education! Always
this phase of educational endeavour has received some attention,
but, of very recent years, it has become the "hobby" of a great
many prominent educationists in North America. And why not?
Rather, why has this very special interest in the subject been so long
delayed? Perhaps present-day conditions are teaching all of us the
importance of the farm. Many deplore the tendency to leave the
country and congregate in the city. And for this tendency our system
of education is called on to bear much of the blame. Does it receive
more than its just share of this censure? That is a matter for discussion.
Very few are the teachers who have not spent some time in charge
of a rural school. Practically unanimous is the verdict that that period
of the teacher's career furnishes the most valuable experiences possible.
Multitudes of problems meet him there, vexations, discouragements; but
as these are solved and overcome, strength develops, confidence comes.
And to the associations of those days, to the encouragements, to the joys

[191]

192 THE SCHOOL

of living under normal conditions, to the privilege of teaching children
who live close to Nature, all teachers look back with pleasure and perhaps
with longing.

New duties, new responsibilities, are now entrusted to the teacher
of the rural school. New subjects are crowding venerable ones out of the
secure places they formerly occupied on. the curriculum. New phases
of the immensely important problem of rural education ^are engaging
the attention.

But it often happens that the teacher is so engrossed in the details
of classroom work that there is no opportunity to view the whole problem
in its true perspective. Euclid's axiom is' reversed and the part seems
greater than the whole.

Can there not be a clearing-house so that classroom difficulties may
be stated in detail and solved, thus leaving the teacher's mind free to
work on larger matters?

First, primary work — -the subjects on the curriculum for Form I
(or Grades 1 and 2) of the Public School. To every teacher of this work
an invitation is extended to write to the Primary Department of The
School stating explicitly and in detail what help is required. Of
course, no one person will be able to furnish all the assistance needed, and
there is a limit beyond which only the teacher's individual initiative and
originality can serve to surmount certain obstacles ; but if a great many
teachers who have succeeded in work of this kind are called into con-
sultation, much benefit must result.

The experiment should be worth while. - Write to-day. Names and
addresses will be absolutely confidential. Even if all the space at the
disposal of the Primary Department should be occupied with the solution
of difficulties, the experiment should be worth while. The probletn of
seat-work, or "busy" work, is dealt with in this issue. Further articles
on the same topic may be expected.

Seat Work in the Primary Grades

M. ISABEL WILSON AND MARY W. CASTLE
Ryerson Critic Staff, Faculty of Education, University of Toronto

SEAT work has a three-fold purpose. It makes previous lessons
clearer, prepares the way for the new, and develops observation,
attention and concentration. It requires thought, discrimination
and judgment on the part of the pupil. Through it the child becomes
skilful in using his knowledge, and being conscious of this power he
becomes self-reliant and independent. The teacher's programme for

SEAT WORK IN- THE PRIMARY GRADES 193

seat work should 'feceive careful attention. Make it definite, clear to
the child and related to the class exercises.

Try some of the following. They have made work interesting for
some children and they will for yours.

1. Pupils write a number, e.g., 5, on slates, paper or blackboard.

2. With wet chalk write the number on the desk. Have the children
outline with seeds, sticks, discs, lentils or plasticine.

3. Have them place 5 sticks, 5 seeds, 5 papers on the desk. Make
5 balls, 5 apples, etc., with plasticine.

4. Cut pictures from seed, furniture, store or fashion catalogues.
Arrange in groups of 5.

5. Fold a square of paper into 16 small squares. Cut on the lines
and arrange in piles or groups of 4, 5, etc.

6. Draw pictures as 5 cats, 5 chairs, 5 pails.

7. String 5 beads, spools, or seeds on a shoe lace or a piece of string.

8. Write 2, 3, 7, 5 on the blackboard. Have children place sticks,
pegs, or blades of grass to correspond with the numbers.

9. Draw 3 sticks, 4 chairs, 7 cherries on the board. Children write
on slates the number to correspond.

10. Write stories as / see 1 cat. Tom has 6 caps. I have 7 apples.

11. Write a given word 4 times or write 4 different words.

12. Take old calendar sheets with large figures. Have the children
cut out all the ones, twos, etc., as they learn each number. Mount on
cards.

13. Write the numbers in families, calling the large figure the mother
and the little figures children.

14. Copy number pictures from the board as 1 square, 2 circles,
3 cats, 4 stars. (Draw a sqftare, circles, stars, in place of the words. A
cat may be drawn by using two circles and adding ears and tail).

15. Fold a paper into sixteen squares or oblongs. On each square or
oblong draw a number-picture.

16. Have the children draw a sidewalk and put a number in each
block. It is far more interesting stepping on a number than just writing
a row of numbers.

17. Write numbers on ladders, apples, trees, staircases, fishponds,
flowers or a string of beads.

18. Have a large number of tickets on which are the figures up to 9.
Have the children select all the 3s, 4s, or select the numbers in order,
or match the numbers written on the board. To make thirty-two use
a 3 ticket and a 2 ticket.

19. Let them be engravers by drawing a watch and writing (en-
graving) numbers on it. Put fur on a cat by writing numbers all over a
picture of a cat.

194 THE SCHOOL

20. Draw houses and number them. They learn the odd and even
numbers in this way.

21. Draw a hill and have all the little 5's riding down on sleighs or
climbing up. Draw a pond with 2's skating over it.

22. Write numbers at the head of several columns. Have children
draw 10 pictures under each, e.g., 4 stars, 4 apples, 4 chairs, 4 dots,
4 fans, 4 rocking chairs, 4 flags, 4 pails, 4 hats, 4 triangles. The pictures
are very simple.

23. Draw a triangle, a square, a circle or an oblong. In each place
dots. Have children copy and place the corresponding number under
each. Let the children have pasteboard patterns of these at their desks.
The paper cork of a milk bottle, or a cent, make fine circles.

24. Have the children make a calendar.

25. Rule their book or slate into "streets". We call it "number
town" and the first is Unit St. and the next Tens St. Or draw a row of
houses. In the first house, Mrs. Unit with her nine children, in the next
Mrs. Tens with her nine children, live. Mrs. Twenty, Mrs. Thirty, etc.,
live in the following houses.

26. Write all the numbers by lO's to 100, thus— 10, 20, 30. Write all
Mrs. Forty's children. Write all the numbers by 2's to 100, 3's to 30,
4's to 40. Write numbers by lO's beginning with 1, 9, 3, as 1, 11, 21, etc.

27. Analyse the numbers as, 28 equals 2 tens and 8 units, 40 equals
4 tens 0 units.

28. Write numbers backward from 25 to 1, then from 1 to 25. Write
the numbers that come before and after 45 or 16. Write the numbers in
order, the largest first, 6, 3, 18, 29. Write the odd numbers from 1 to 19;
the even from 2 to 20. Write the numbers between 0 and 100 that end
in 3, in 4.

29. Rule little squares on a card. On some of them write numbers.
Let the children match the numbers with small tickets.

30. Have them answer questions as; How many hands has John?
How many feet has Nat? How many legs has a chair? How many
wings has a bird?

31. Pins; Have a cushion or a soft piece of wood in which to stick
the pins. On the blackboard write numbers 1, 7, 3 and the children will
put 1 pin for 1, 7 pins for 7, etc., or put dots on board and have the
children copy.

32. A chain of paper rings may be made with short slips of coloured
paper. On the board place 8 with red chalk, 2 with yellow, 9 with blue.
The child pastes 8 red rings, then 2 yellow, then 9 blue.

33. Prick, sew or cut out the figures from cardboard.

For the number facts many of the above devices may be used.

SEAT WORK IN THE PRIMARY GRADES 195

34. Draw and copy a number story 0+0 = 00. Under the picture
write the numbers 1 + 2 = 3 or write the numbers on the board and the
children draw pictures to illustrate.

35. Use sticks, seeds, plasticine to illustrate the number stories.

36. Fill in the blanks: 1 + 3= ?, 2+? = 4, ? +3 = 4.

37 Fill in the blanks in stories as 3 hats and 1 hat are — hats.
38. Add 2 cats. 4 mats.

3 cats. 1 mat.

5 cats. 5 mats.

39. Add 13 2 6 3

2 4 4 2 5

3 7 6 8 8

40. Write all the members of a fami y, e.g., 5 or the other members
of the 3 + 2 = 5's family. The child writes 1 + 4 = 5, 2+3 = 5, 3 + 2 = 5,
4+1=5.

41. Tiles. A board 6" square and 5" thick with 100 holes punched in
at regular intervals is of great value. Lids of boxes will do if the boards
are not available. Pegs of different colours are needed. (Colour shoe
pegs with Dyola). In a vertical line on the blackboard place the figures

6, 2, 4 using different coloured chalk for each number. The children
place the pegs in the tile in the corresponding colours. The number
facts may be worked out. The children may take a given number of pegs
and find the different ways they may be grouped, e.g., 5 is 2 + 3, 1+4, etc.

42 Merry-Go- Round. Draw a circle with a number in the centre.
Around the circle put smaller numbers, e.g., 7 in the centre and 1, 3, 4,
2, 5 around it. Beginning at the top write the results as 1+6 = 7,
3+4 = 7, 4 + 3 = 7, etc.

43. ^2, 5. 6. 4. 1, 7, 8, 6, ^ pj^^^ ^ horizontal line on the board

and on top of it a row of numbers each smaller than 9. Let pupils copy
this and place numbers below, each one combining with the one above
to make 9. Sometimes put 9 on a post and let the line slant to make a
see-saw. Another device is to put numbers on a pole and the 9 in an
electric light extended from the pole. Call a fish pond 9; number the
fish and treat in the same way as the horizontal line.

44. At the top of small cards write (3+4) (4 + 3) and in thecornerwrite

7. Write the other facts of 7 in the same way. Cut out all the 7's in
the same way. Write out the other tables similarly, cutting the 8, 6,
etc., in a different way from 7. Have the children fit the smaller piece
on which is 7, 6 or 8, into the larger. When the pieces fit write the result
on the slate.

196 THE SCHOOL

45. Write a series as 2 + 2 = 4; 12 + 2 = 14; 22 + 2 = 24;. ..92+2 = 94.

46. Add 2 to each number in each of the following rows. Place the
answer at the side, e.g., +2

24362 = 46584
47324=69546
Refer to pages 21, 28, 45, 230, 231, 232 of Arithmetic Manual.

47. Draw tents with t standing like a soldier at the door of each
tent, m buzzing around a hive, or a on snowballs.

48. Make / march in two's or four's.

49. Gather a bag of potatoes, a basket of apples or a bag of nuts.
On each potato, apple or nut write a letter.

50. With wet chalk write a on the desks. Cover the outline with
sticks, plasticine, or seeds.

51. Write a letter or word on paper. Have the child prick with a
pin and sew. This impresses form.

52. Give each pupil 5 or 6 pictures with a number of loose words.
Pupils match the loose words to those attached to the picture.

53. Form words by adding letters to ma, sa, ca, pa, ta, see, mee, da,
or state definitely the letter to be added as add n to ma, pa, see, pla.

54. Supply the omitted letter in s-d, l-d, d-t, p-nd, l-mp, p-n

55. Transpose the letters of a word as l.s.o.l (lost). Write transposed
word on the blackboard. Children write only the correct form.

56. Change a word to mean more than one: hen, pen, lent, cup, spool,
doll, tooth, rat, mug.

57. Change one letter to make a new word as: run, rest, rig, roof to
ran, rust, dig, root.

58. Write words beginning with these letters, c, b, t, r, s.

59. Make all the words you can from these letters, a, t, c, b, e, y.

60. From a long word make little ones, as telegram — tell, leg, ram, get,
mat.

61. Copy from your Reader the words you can find having only
2 letters, 3 letters.

62. WVite words ending in the phonograms, ab, ad, ag, am, an, ap,
at, ot, etc.

63; Distribute letters. Have children build words from a list on
the blackboard or on cards. A sheet of letters using both script and
print has been lately patented by Miss Grace Johnson and may be
obtained from JVIcKay School equipment, 615 Yonge St., Toronto.

64. Copy words from your Reader beginning with capital letters,
words that are names of animals or birds, or things to eat, or flowers.

65. Write words from a page of the Reader containing the new
sound.

66. Write words that rhyme with ring, cake, top, sky, etc.

SEAT WORK IN THE PRIMARY GRADES 197

67. Cross out the silent letters in the following words, lamb, love,
right, talk, hole, coat.

68. Add s, ny, ning, tied, less to sun; add s, ed, ing, less, e' to flower;
add s, y, ed, less, let, ing to cloud.

69. Write ing to try, fly, fry, spy, dry.

70. Mount pictures of animals or objects on paper. Under each
picture write its name. On small pieces of paper write the same words.
Match the word with the picture.

71. Children write the names of all the boys and girls found in the
Reader.

72. Give them circles. Draw around the pattern. Write words on
each circle. Use patterns of animals in the same way. There is far
more fun and interest in learning the words connected with the Story of
the Three Bears if written on the bear's picture.

73. Copy new words as often as they appear on a given page; then
copy the sentence containing each as: am — / am a big boy.

74. Write a question using each of the following words: why, which,
where, -when, what, who.

75. Illustrate short sentences as: 1. The orange is on the table. 2. The
bird is in the tree.

76. Write three facts about each of the following: milk, butter,
cream, hen, sheep, rat, lion.

77. Complete the following sentences : A man eats — . A horse eats : — .
A dog eats — . A cow eats — . A pig eats — .

78. Write sentences beginning with : / can, I was, I see, I saw, I have,
I have seen, there is, there are.

79. Fill in the blank: We get — from sap. We get — from sheep. We
get — from hens.

80. In what does each of the following live: cow, bird, bee, frog, man,
fish?

81 Write a sentence on the blackboard. Children change the itali-
cised word to one of opposite meaning, as The soup is hot. The soup is
cold.

82. After a rhyme or a verse has been taught give the children
envelopes on which the verse is written. Inside have tickets with words
on them. Match the rhyme.

83. Cut a post card, advertisement card, or picture into several zig-
zag pieces. Have them fijted together. The pupils enjoy this.

84. Name several things you may buy for 1 cent.

85. To drill on the printed form of a letter, give the child a column
of a newspaper. With a pin, prick a hole through the letter or mark with
a coloured pencil

86. Change a circle into a cherry, apple, flower or cup.

198 THE SCHOOL

87. Tie and untie knots in string or raffia to strengthen the muscles
of the hand. Give a definite number or a definite pattern. Seatwork
must have a purpose.

88. Doing up parcels. Pieces of paper and small articles such as
blocks, pegs, etc., may be given to the children. They will do up neat
little parcels and tie them with cord.

89. Name the parts of a coat, a clock, a book, a desk, a window.

90. Draw lines with coloured chalk. Have the children sort worsted,
blocks, coloured paper, or cloth to match the lines on the blackboard.

91. How many letters in Toronto? Canada? in your name?

92. Name 4 yellow flowers, 4 trees, 4 things to eat, 4 things to wear,
4 vegetables.

93. At the end of the term have them write short reproduction
stories. Write the difificult words on the blackboard. Refer to pages
56 and 57 of the paper bound manual and page 112 of the new Reading
Manual. A series of articles on "Educative Handwork" was given in
The School from September 1916 to June 1917.

Seatwork for page 46 of the Primer.

1. What is the name of the story?

2. Tell 3 things about a crow. (To follow a lesson on the crow).

3. What was the matter with the crow? How thirsty was he? What
did he find? Continue to ask questions the answers to which may be
found in the stor5'.

4. Write 9 hard words.

5. Write the words ending in ed, er, ing.

6. Write the words having 5, 6 or 7 letters.

7. Add es, ing, ed to reach; s, ped, ping to drop; s, ed, ing to want.

8. Write V words that rhyme with bill.

9. Write all the words having capitals.

10. Make a plasticine crow, pitcher, and stone.

11. Illustrate the story by drawing or cutting.

Language in the Kindergarten and Primary Schools

ETHEL M. HALL.

FREDERICK Burk in his "Study of the Kindergarten Problem,"
says: "The kindergarten and primary stage cover the critical
period of the ripening of the speech organs, when the child most
readily and rapidly acquires vocabulary. Of this there is no question.

LANGUAGE IN THE KINDERGARTEN 199

, The child of from two to six years learns new language with a rapidity
which utterly puts to shame the adult. Therefore, educationally we
must put into the kindergarten and primary schools the best matter
for the development of this nascent power."

Conversation is the most valuable medium for expression in childhood
and the most inportant factor in the process of language development.
Little children when happy express themselves freely. Conversation
is a necessity in the formation of thought through linguistic activity ;
therefore, thought should be developed through this mode of interchange
of ideas and experience.

But can pupils learn to speak fluently if they are forced to remain
silent throughout three or four hours of a day? The speech organs
become paralyzed and the pupils speak in a halting, disconnected
manner.

Colin Scott says: "The problem of language is deeper and more
comprehensive, and directly involves character and personality, social
relationships, power of interpretation, beauty, utility, and need of
expression. As to its origin, spoken language must be inferred to be
primarily a socia phenomenon — a means of communication. Spoken
language became the vehicle and foundation of all kinds of social action.
If we follow the development of a child's speech, we shall see that while
it is impulsive and inventive, it is also socially pragmatic or experimental
at all stages. From the beginning it involves a social environment.
It is by noticing the effect upon others of the sounds he makes that the
child slowly learns the use of language as a tool and only in proportion
as he can use it upon others, does he appreciate its effect upon
himself."

The child talks much before entering the kindergarten or primary
school, but it must be deplored that he frequently loses his gift of fluent
speech. Before entering school he has acquired a fund of rhymes and
stories and has unconsciously incorporated the expressions as part of his
everyday language. The unfortunate part is that many kindergarten
and primary teachers have failed to use this fundamental basis of lang-
uage development by seizing the familiar and the social atmosphere
without which language cannot grow.

If language grows out of the social instinct, then the schoolroom
should be a social centre in which a desire for speech will develop, not
die. The stiff, formal, schoolroom atmosphere stifles a desire to talk.

Gesell says: "Language cannot be taught — it must be evoked.
Speech is the incarnation of feeling and thought. The theme and melody
of a piece of music are present in the composer's mind before he can
communciate them by means of notation. So it is with words which are
merely the signs of previously conceived ideas. Ideas spring from

200 THE SCHOOL

experience and the more varied the exjjerience the more varied the stock
of usable ideas."

In order to increase the child's stock of ideas he must have the real
experience. But what kind of experience? Loving contact with nature
will supply many varied and descriptive phrases. George Eliot could
never have written the following if he had not lived close to the heart
of nature in childhood. "We could never have loved the earth so well
if we had had no childhood in it. If it were not for the earth where the
same flowers come up every spring, that we used to gather with our tiny
fingers as we sat lisping together on the grass, the same hips and haws
on the autumn hedgerows — the same red breasts that we used to call
"God's birds" because they did no harm to the precious crops.

"The wood I walk in on this mild May day with the young yellow-
brown foliage of the oaks between me and the blue sky, the white star-
flowers and the blue-eyed speedwell and the ground-ivy at my feet — what
grove of tropic palms, what strange ferns or splendid broad-petalled
bfossoms could ever thrill such deep and delicate fibres within me as this
home scene! These familiar flowers, these well-remembered bird-notes,
this sky with its fitful brightness, those furrowed and grassy fields, each
with a sort of personality given to it by the capricious hedgerows — such
things as these are the mother tongue of our imaginations — the language
that is laden with all the subtle, inextricable associations, the fleeting
hours of our childhood left behind them. Our delight in the sunshine
on the deep-bladed grass to-day would be naught but the faint perception
of wearied souls, if it were not for the sunshine and grass in the far-off
years, which still live in us and transform our perception into
love".

"Children are poets and the stimulus they need for development of
poetic expression is the direct contact with Nature. They need to come
upon surprises, unexpected likenesses, and alluring lights and shadows.
Then language takes on vividness and beauty. Outdoor life stirs the
children intellectually too, and by constantly presenting problems for
solution it creates a fund of new ideas. These problems are to be
presented in terms of comparison and contrast which arise out^of^live
conditions and concrete experiences."

The intimate relation of the poets to Nature has coloured all their
work and lent life and beauty to their language. Listen to Wordsworth :

"I wandered lonely as a cloud

That floats on high o'er vales and hills,

When suddenly I saw a crowd,

A host of golden daffodils,

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze ".

I

LANGUAGE IN THE KINDERGARTEN 2^1

or Tennyson :

"The splendour falls on castle walls
And snowy summits, old in story.
The long light shakes across the lakes
And the wild cataract leaps in glory.
Blow, bugle, blow, set the wild echoes flying!
■ Blow, bugle; answer, echoes, dying, dying, dying".

The more variety and imagination we can introduce into speech, the
easier will it be to foster the gift of beautiful language.

"The great Creator gave us a voice, but it is a mere instrument of
expression upon which experience, imagination, and joy must play.
The strings of the harp would be silent without the stroke. of the fingers,
the voice without the push of desire".

Imitation is the supreme instrument of the teacher's power, whether
she realizes it or not Through it the child learns to lisp and speak.
The language he speaks will be her language — ^even the tones of voice
will become a part of the child. The teacher ought, therefore, to be
especially careful to use correct, appropriate, and efifective speech. She
need not simplify her language to words of one syllable, but keep it
sufficiently in advance of the child to enlarge his vocabulary.

Little children should be encouraged to express their thoughts freely.
In order to secure free expression the child must feel thoroughly at home
and unconscious of criticism or repression. Only by the most sympath-
etic relation between pupil and teach can this be secured.

In the new order of education the teacher does not do all the talking,
but becomes the sympathetic listener where the thoughts and character-
istics of the pupils will be revealed and exchanged.

Thus the pupil becomes accustomed to expressing his thoughts freely
and correctly and does not feel that language is a super-imposed formal
school exercise to be discarded when reaching home and a new set of
words used as he would change his school clothes and put on a play suit.

Chubb says: "The great aim is to develop a linguistic conscience in
the child — that is a recognition of the fact that there is a right and a
wrong, a proper or polite, an impropier or impolite, usage in language;
but this must be done gradually and delicately, so as to put off as long as
possible the day when language shall become an object of thought for
the child. At first, the teacher will correct by example, substituting the
correct expression and unconsciously training the child's e&r.

"Her prime duty is to make beautiful speech attractive; to send
echoing through the life of the child speech tones and forms, strong and
fine, and coloured with noble feeling, which will awaken memories of
early days. Gradually the boorishness and vulgarity, the indistinctness
and clumsiness, the throatiness and nosiness against which she has been

202 THE SCHOOL

struggling will improve by the mere operation of imitative instinct, by
the inherent power of the more excellent way".

Oral language is almost the only method of speech in the kindergarten
and primary forms. Written language is really not very important, for
it is with the foundations of language that we are dealing. Written
expression is a later development. The aim of oral language is to get the
child to express clearly and correctly the ideas which he wishes to com-
municate. Therefore, all materials for language work should be judged
in the light of this aim.

The function of materials is to arouse ideas — those particular ideas
with which the child is familiar. The materials will consist of:

(a) Things which concern the child's personal well-being — his home
interests.

(b) Things which grow out of his environment such as excursions,
special days, interesting things in his own neighbourhood.

(c) Things which grow out of his moral vicarious experiences, as in
literature: Nursery Rhymes, Mother Goose, stories.

The function of language is to get the child to associate the idea with
the word and to enlarge his vocabulary.

The child must be helped to organize his thoughts and ideas: in
relating experiences to eliminate that which is not worth while and to
present only important details, arranged in logical sequence.

The teacher of little children should learn to judge all stories in the
light of the simplicity of the plot. In order to do this she may take a
diagram of the story — see that there is not too much detail.

A child should never be asked to reproduce a story with which he is
not absolutely familiar. He should see its organized form in his mind —
a beginning, a middle, and an end.

If the story chosen be worth while he will use the expressions in his
ordinary conversation. Such a story as "The Cut-Tongue Sparrow"
will teach the correct use of the expressions — "I see".; "I have seen";
"Did you see?" "I saw"; by means of repetition. Sometimes the best
expression can be gained through dramatization, as pupils are usually
more unconscious. Thus the teacher can determine whether the words
used are part of the child's own vocabulary or are merely used for the
time being.

Language games do not always accomplish the desired end, because
pupils frequently have been heard to use the incorrect expression when
the game is ended.

Memory selections may be used to fill the minds of the pupils with
beautiful thoughts expressed in melodious language.

Pictures may be chosen to excite the imagination and invite specula-
tion as to their meaning.

THE HISTORY OF STORY TELLING 203

i

' Many magazine covers each month present valuable subjects for
conversation and oral language.

These may not be as fine in technique as those from the great artists,
but we must remember that it is language we are seeking. Of course, the
teacher will be wise in her selection.

Let the child describe some trip to the mountain, seaside, or zoo.
"Let him describe some moving object such as a train, a fly crawling
up the window pane, or a load of hay going to market and allow the
children to guess the object".

Such exercises will result in the most graphic and interesting descrip-
tions of animals, houses, trains, toys, fruits, flowers, and trees. You will
be surprised at the originality shown and the precision of expression gained.

Language is expression. Therefore, allow the children to express
their thoughts in drawing on the blackboard occasionally.

The use of capitals and punctuation marks may be taught from the
very beginning by means of the sentences written by the teacher on the
blackboard. The pupil sees the necessity of the question mark and
period to distinguish statement and question.

Assign definite problems of observation and call for a report. Such a
task requires intelligent organization which is constructive in character and
which is the very foundation stone of later written work. The structure of
the written work will be predetermined by the previously acquired oral
habit and practice. It is because we have not paid sufficient attention
to the child's oral work that his written work has been unsatisfactory.

Chubb gives the following rules for elementary composition: "To
■write but little original composition during the first three or even four
years when the child is fettered by the mechanical difficulties of writing
(which may be better coped with through work of copying and dictation)
to lay foundations of good habit in oral work — conversation and repro-
duction and answers to questions in recitation; to be content with rough,
though careful results; to ask for only short productions simple in form,
and to exercise good sense in the choice of subjects".

Every lesson in the day may be a language lesson ; then set periods
for language training will not be so necessary.

I

The History of Story Telling

ANNIE J. WORKMAN.
Hope Farm, Verbank, N.Y.

T is well for the story teller to know something of the history of story
telling and children's literature, because a knowledge of how the
stories have originated will enable the narrator to create more

204 THE SCHOOL

intelligently the scenes in which the action takes place. The origin of
story telling has been ascribed to different impulses or desires of primitive
man. Some authorities say that the story resulted merely from the
desire of primitive man to impart knowledge or to amuse. Others;
ascribe it to the overflow of the imagination. The best authorities seem
to agree, however, that the origin of the story is found in the longing of
primitive man to express his d'esires, hopes, fears, and disappointments.

By means of the story he satisfies longings denied gratification in real
life. Giants representing the adverse forces of Nature are conquered
by the gods representing the beneficient forces. The Norse myths are
good examples of such material. Fairies grant the wish that Nature
denies. By means of the story primitive man tries to convince himself
or others as to these things. As the belief of primitive man changed, his
stories changed or were outgrown.

Comparatively few books or stories definitely planned for children
appeared before Rousseau's work gave the impetus to child study. The
few of which we have record in the first period were uninteresting.
Among them may be mentioned. The Babees' Book published in 1475; the
Book of Good Manners, 1560; The Horn Book about 1570 and The Chap
Books about 1590. These latter were stories in small pamphlets sold for
a few pennies by chapmen or wandering peddlers.

In the second period we begin to find a somewhat more childlike
literature. La Fontaine who lived about 1621-1695 wrote many fables.
Then the classic fairy tales were put in good form by Perrault (1628-1703).
In 1691 the New England Primer was published; it was considered at that
time an excellent publication.

In the earlier part of the 18th century we have the third period of
children's literature. Nursery rhymes began to be repeated. The first
record of Mother Goose in England was in 1729. The preponderance of
evidence seems to point to Perrault as their author.

In the fourth period, beginning about 1750, books for children
became more numerous. J'n Newberry of London, England, and Isaiah
Thomas of Worcester, Mass., were the pioneers in publishing, on a large
scale, books for children. The titles of some of these are significant
of the attitude of adults of those times towards children. We find The
ReHowned History of Giles Gingerbread, a boy who lived upon learning;
and A Pretty Little Pocket Book intended for the Instruction and Amusement
of Pretty. Miss Polly an dLittle Master Tommy. Piety rather than the
pleasure of the readers was the aim of the authors.

The fifth period commenced after Rousseau's influence began to lead
men to study the child as a child. Gradually educational and other
books felt the change and the interests of the child were to a certain
extent taken into consideration.

BOOK REVIEWS 205

The sixth period was characterized by the giving of fairy tales to
children. About 1840-50 Grimm's Fairy Tales were translated into
English and soon won favour. By degrees other folk tales were collected
and translated.

'By the end of the nineteenth century the amount of literature
publ shed especially for children was almost overwhelming This is
indeed the era of the child and publishers everywhere are printing for
children books and stories good, bad, and indifferent. The present
popularity of story telling in the schools is due to the influence of the
kindergarten. Froebel emphasized the use of stories for educational
purposes and the grade teachers recognized the possibilities of the story
in their work. As has been intimated, the story teller may have plenty
of material. Much of it is, however, valueless, if not positively harmful.
The next paper will deal with the classification of worth-while material
[and will suggest some books for the would-be story teller.

Book Reviews

speaking of Prussians, by Irvin S. Cobb. Price 50 cents. The Musson Book Co.,

Toronto. The author was one of four or five newspaper men who witnessed the German

invasion of Belgium. He was in Germany during the first part of the war. In this book

be gives his impressions of the Prussians, the blind obedience of the private soldier,

|the arrogance of the officer, the peculiar religious ideas of the clergy and others. It is a

owerful and a very interesting analysis of the Prussian character. w. j. D.

Science and Education. Edited by Sir Ray Lankester. (Published by William Heine-
nann. One shilling net.) This little volume contains seven lectures delivered at the
jRoyal Institution in the year 1854 by such notable scientists as Faraday, Tyndall, and
|Whewell. The lecturers set forth the values of the different sciences for educational
purposes. After the lapse of fifty years there are many things in this volume that we are
Rust beginning to see clearly. G. A. c.

Chemical Discovery and Invention in the Twentieth Century. By Sir William Tilden,
F-R.S. (Published by George Routledge and Sons, London. 478 pages. 7s. 6d.) This
i a book written by an eminent chemist, and his endeavour has been to relate the great
JBcientific discoveries of the last two decades in such a way that the non-scientific layman
m follow him. In this difficult task he has been eminently successful. Sir William
jTilden is particularly fitted to write on the technical side of science, and in this volume
"he gives an illuminating account of all those remarkable achievements of science during
the present century. He first describes some of the great scientific laboratories of the
world to give an idea of where the great discoveries have been made. Then he explains
some of the modern discoveries in pure science. After this he describes the modern
applications of chemistry to such important commodities as rubber, coal-tar, dyes,
and explosives. He finally discusses the latest investigations in organic chemistry on
such topics as sugar, proteids, ensymes, and natural colours. There are splendid por-
traits of fourteen scientists. There are also many other beautiful illustrations, some of
them full page half tones. In fact, it would be difficult to find a scientific book more
beautifully illustrated. G. A. c.

The Individual and the System

E. W. COFFIN, PH.D.

Principal. Normal School, Calgary

A RECENT article in The School under the caption "The Men-
tality of the Teacher" dealt with what might be called the
unresponsiveness of teachers to living questions, a phase of
the larger truth that has always been so obvious; namely, that in all
movements that have stirred the soul of a people, the school, as a formal
nstitution, has always lagged behind. There was a great measure of
justice in the article, but what was impeached tvas not so much the
mentality of the teacher as his lack of initiative. If it were a question
of mentality in this connection, one might fairly raise the question
whether the cultured, in the sense of the well-furnished, mind is not
necessarily reactionary or unprogressive because furnished with materials
of the past. Such a mind characteristically looks backward, not forward,
and is transmissive, rather than creative, in its service. Thus, if the
training of the teacher, as the exponent of static culture, is in things of
the past, he can hardly be expected to anticipate any forward movement,
much less to originate it.

But the writer goes on to charge the system with repressing the
teacher and reducing him to nothing better than a salesman, or, at the
best, an executive official. Imagine any of the real teachers of the ages
measured by this test. What an inspiring volume a history of pedagogy
would be! And what treadmills our training schools would become!

Returning to the original question. Is the charge brought against
the teacher a fair one? A gauge of the prestige of the teacher is sug-
gested in the amount of consideration given in the daily press to a
resolution on public affairs passed by the National Education Associa-
tion meeting in New York. That assemblage, in session for strictly
educational purposes, at a time when the great Republic was verging
toward participation in the world war, put itself on record on the sub-
ject, for example, of compulsory military training. The situation
demands analysis. This summer meeting of the N. E. A. is distinctly
a gathering of educational employes, mostly women. The occasion
has large holdiay features, and, gathering, as they do from every corner
of America to sit as passive recipients of what has been prepared for
them by certain small committees, this holiday multitude can hardly
be expected to give much consideration to re.solutions. Waiving for
the present a possible criticism of conventions in general and wholesale '

[206|

THE INDIVIDUAL AND THE SYSTEM 207

nation-wide assemblages such as this in particular, it is fair to imagine
a similar gathering of other employes, say bookkeepers or stenographers,
or even locomotive engineers, meeting for purposes germane to their
own calling, passing a resolution on the subject of compulsory military
training. What would be its validity in the public mind? How much
more consideration would the public press have given it?

Take, on the other hand, the winter meeting of the N. E. A., the
Department of Superintendence. Here, as at Detroit in 1916, are
gathered some five thousand men, educational administrators and
research specialists; organizers and principals, chairmen of boards,
and financial managers. The time of meeting is not so pleasant, attend-
ance involves more sacrifice of convenience, and there are none of the
alluring holiday stop-overs on the return journey. This meeting means
business, and its deliberat'ons enjoy as much publicity and are doubt-
less as effective as those of any convention, short of the National Con-
ventions of the two great political parties.

As a matter of fact, however, the noise made by a convention is
a very inaccurate criterion of the public valuation of the service of its
members. In our great, free, self-governing democracies the significance
of a convention, so far as the public press is concerned, is political and
nothing more. Take a labour convention, for instance. Labour is
organized, and its propaganda is political; the political encampments
take heed to what such an organized political force may do. Beyond
that, let them pass any resolution whatsoever not having any possible
political bearing, what interest does it arouse outside of labour circles?
Educational employes are not thus organized; the large majority are
women, and woman suffrage is still only on the way.

But the fundamental implication is that, being the servant of a
system, the teacher ceases to think for himself and so is without prestige
or weight in his community; that is, presumably, as compared with
other kinds of wage-earning subordinates. He, or, more accurately,
she, lacks initiative also, because she does simply what she is told to
do, as compared again, no doubt, with the initiative exercised by a
farm-hand, a store-clerk, or a mechanic.

This impl cation, in some forms, has been current coin so long that
even the teacher accepts it at its face value. Just what does it mean?
Is it that the teacher, least of all classes of employes, puts freshness or
originality into the day's work? That seems very doubtful. As Chester-
ton suggests in one of his essays, a bookkeeper or an engineer has pro-
bably less chance for exercising his originality and creative genius in
his day's work than his wife may have in concocting a soup. It must
mean that the teacher takes less part in civic activities, and has come
to be looked upon as a civic cipher. Or else that she can speak, in public

208 THE SCHOOL

matters, in but a feeble tone because she cannot speak in terms of many
dollars. If the latter is the truth let her beware of bending the knee
to Mammon. But if the contention is that slavery to a system makes
the teacher a civic blank and kills the ambition for the responsibility
of ownership apd proprietorship, whether of materials or of_ ideas,
then the blame lies at the door of the employing public as much as at
that of employe. A judge of the supreme court is as much the servant
of a system and as much in bondage to tradition and precedent as is a
teacher, if not more. In fact, the majesty of the law consists in no
small degree in the venerability of its ancient tradition. Let legal
precedent go no farther back than some local code as often tampered
with and remodelled as our course of studies, and it is questionable
whether even the salary or the gown and wig would suffice to keep the
judge on his pedestal. As it is, of course, the interpretation of legal
precedent seems to be a fearsome thing; the interpretation of the child
mind a triviality for giggling girls.

It is surely illogical to expect the occupant of a position to rank
very highly in the community so long as the position itself is held in
such low esteem. Is there any enterprise in the community that ought
to claim more of the community thought than the education of its
children? And is there any enterprise that usually concerns the general
public less? Unless, indeed, as in New York City recently, the question
be made a political football. Last summer, while inspecting in the
northern part of the Province, I tried to find out from the secretary of
a district in process of organization what the hitch was that seemed to
be delaying progress. He made some inaccurate remark about there
being an insufficient number of home-steaders who had proved up and
who therefore could vote, and then he dismissed the question impatiently
with, "Oh, I don't pay no attention to what they're doing", and turned
to a fellow settler to talk about a boat. This man had no children of
school age; why should he worry? Everyone for himself, and if a neigh-
bour's brood were growing up unschooled, as was actually the case in
this instance, it was "up to" the neighbour. To expect a citizen who
was not actually a patron of the school to interest himself in it, would
forsooth, be absurd. The school is not a cooperative civic enterprise;
how then, can the teacher, be anything but a civic cipher? This, then,
is the sin of the school patron: last and least in his concern, so far as
measured by his sacrifice for it, is the training of his children. He is
as rnuch the slave of the system as the teacher is: let him get, for the
least outlay, any respectable, officially qualified, young schoolmistress
who will put his children successfully through the traditional, depart-
mental paces, and he is satisfied. Of what she might do in an educa-
tional way in the community besides, he knows little and cares less;

¥

THE INDIVIDUAL AND THE SYSTEM 209

At rural life conferences from time to tirne, in rural sociology classes
in Normal Schools, and, of course, in Teachers' Conventions, much is
heard about the teacher's leadership in rural districts; but the absurdity
of expecting leadership from a damsel of eighteen, away from home for
the first time, is too patent to need pointing out. Only a resident
teacher, of ripe experience and strong personality, can take the lead
successfully in most of our rural communities. Where no cooperative
spirit has been fostered, where nobody sees beyond the confines of his
own quarter section, where traffic and concourse, social or commercial,
are insufficient to fuse the individuality of thinking and soften the
sharpness of sect, party, race and personal prejudice, it would take a
Kerensky to promote unity of action. The school is obviously the only
common meeting place, and outside of that the teacher's voice is seldom
heard.

Discuss it from any point of view we like, it all comes back to this:
the importance of elementary education is not realized. It would not
be fair to say that the school patron is not interested in the education

f his children, but he is characteristically not interested to the point
of sacrifice and of cooperation. Given a damsel of due professional
standing, able to make the children "mind", given due administering
of official prescriptions according to course of study and timetable and
having due regard for the examinations — -these conditions assured, the
school patron appears to be satisfied. Often in a resigned sort of way,
as much as to say, "This isn't my idea of it but it's as good as what
others are getting". It would almost seem that he fails to realize that,
except for the taxes, he is patron and proprietor as well. An occasional
protest arises, as from some community of socialistic thinkers, but the
general attitude is a low-level, unfocalized, attention. The school
seldom occupies the focus of the community mind.

The teacher is often spoken of as a non-producer. And, as has already
been remarked, the teacher's training is toward a merely transmissive,

,ot a creative, function. We must get beyond this. It is something
ithe same in Cabinet responsibilities, as viewed by the electorate. The
Department of Public Works, for example, is creative; it builds roads
and bridges; the Department of Education merely keeps the old current
flowing. It is a curious prejudice; as if the one were not as much as the
other developing raw resources. But so it is. From the Departmental
side, then, what is needed first is a huge and sustained campaign among
rural school patrons on the meaning of modern elementary education.
Education must be made an issue, not a political, vote-catching one,
but a vital, child-saving one. The rearing of children must be brought
home to the conventionalized mind of the parent as a responsibility
transcending the raising of any other produce. Leaving out, for the

210 THE SCHOOL

present, the eugenics of the subject, the parent must be made to realize,
or at least to think about, the real meaning of taking little children
of diverse endowment and surroundings, counteracting what is amiss
in inheritance or early acquisition, curbing what is excessive, promoting
what is weak, and making the most of all that is worth while, and all
the time giving full place to the physical, to correctness of posture,
breathing, routine habits, to strengthening of body to endure and to
resist disease and to be an ally of the mind in judgment and self-control.
That one should say there is nothing creative in this shows how little
school patrons understand the meaning of education; shows also how
far the school falls short of educating.

That such a campaign is necessary need not be discussed. It should
be the dearest charge of the Department of Exlucation. How it is to be
conducted or, rather, maintained, for it would be a perpetual campaign
against indifference and misconception, is another chapter. Thus far,
however, in regard to some of the problems suggested by the original
question. Perhaps in a later issue, we may be permitted to continue
our discussion of the subject from the standpoint, or in regard to the
responsibilities, of the Department and of the teacher.

A superintendent in the elementary schools of New York City was making his
dreaded rounds among the teachers of a girls' school. Suddenly, as the New York
Times reports it, he opened the door of one classroom and spoke to the teacher in charge.

"What are you doing in nature study?" he asked.

The teacher hurried out of the room and returned, carrying a basket of bones.

"We are taking up the vertebrates," she explained.

"Very good," said the superintendent, heartily.

Half an hour later he appeared in a neighbouring room.

"What have you done in nature study?" he inquired.

The teacher, in her turn, from somewhere fetched out a basket of bones. After a
comprehensive glance, the superintendent looked only mildly pleased at this second
evidence of interest in nature study.

"I seems to me," he ventured, "that I have seen this basket of bones in another
room before."

"Sir," said the teacher, indignantly, "these are my own bones."

"Say, Rastus, what for you all limpin' like dat?" "I was procrastinated from
a street cah, niggah!" "What do you all mean by dat — procras'nated?" "Go look
in de dictionary, yo' ig'rant niggah, an' yo' fin' it means 'put off.' De conductah
an' me got in a argmint about mah transfer and he procrastinated me from de cah —
an ah hurt mah knee." "Ah wish ah had an edication lak you, Rastus, yo' know all de
big words!"

Visitor: "So your boy is in college, is he?"

Farmer: "I can't say exactly. He's in their football eleven, an' in their rowin'
crew, an' in their dormytory; but whether he's ever in their college is more'n I kin find
out by bis letters."

The New Bursar of the University of Alberta

G. F. McNALLY, M.A..
Normal School, Camrose

Duncan Stuart Mackenzie.

DUNCAN Stuart MacKenzie,
Deputy Minister of Edu-
cation for the Province of
Alberta, has been appointed to the
position of Bursar of the Provincial
University and has already taken
up his work in the new capacity

Mr. MacKenzie is particularly
well known in educational circles
throughout the West. In the early
nineties he visited Manitoba and
spent a year teaching there. In
Saskatchewan he took his Normal
training and later served in the
Department of Education. His
greatest contribution has been
made, however, in Alberta where
he has done Public and High
School work and for a number of
years held one of the chief ad-
ministrative positions in the gift of
the government.

He was born in 1868 at Hollyrood, Bruce County, Ontario, and there
received his early education. In 1885 he completed his High School
and Model training at Clinton. Next year he began his career as an
educationist in the County of Wellington. After teaching three years
he entered the Owen Sound Collegiate and in 1891 graduated with his
first class non-professional certificate. With the exception of one year
spent in Manitoba he continued teaching in Bruce County until 1895
when he entered the Territorial Normal School at Regina. Here, under
the guidance of Dr. Goggin, he further prepared himself for the business
of teaching. In the following year he began teaching in Strathcona.
He taught there continuously and with marked success until June, 1904.
At this time he received appointment as Chief Clerk in the Territorial
Department of Education. One year later he succeeded J. A. Calder
as Deputy Commissioner of Education for the territories.

1211)

212 THE SCHOOL

In 1905 the territories became the Provinces of Alberta and Saskatche-
wan. Mr. Mackenzie, being given the choice, cast in his lot with Alberta,
and has been Deputy Minister for more than twelve years. Of Scotch
Presbyterian ancestry he has the tenacity of purpose and enthusiasm
for his work which has contributed much towards the rapid growth of
his adopted Province. In 1905 there were about six hundred schools
and departments in the whole Province. This has now grown until
the number of districts and departments is close up to four thousand.
To develop a departmental efficiency which could not only care for
this rapid expansion but also lead the way in matters educational was
his task and all conversant with the situation in Alberta will concede
that the task was well done.

In his official capacity as adviser of the Minister he has initiated
some of the most progressive educational legislation to be found on the
continent. Clear vision, coupled with a thorough acquaintance with
education in Alberta practically from its inception, made his judgment
on a question of the greatest value.

In addition to his Departmental duties, Mr. Mackenzie served as
Chairman of the Strathcona Trust Comrhittee, as a member of the
Senate of the Prov'ncial University, and on various civic committees
and public bodies. As a consequence of these activities he retires from
the position of Deputy Minister with the good wishes of his fellow
citizens and the confidence and respect of persons interested in educa-
tion throughout the prairie provinces.

During the past two or three years Mr. MacKenzie devoted himself
more particularly to the legal and financial phases of his administrative
work. He is admittedly the best informed man on questions of school
law and interpretation in the Province. It is in recognition of this
"specialist" attitude towards these problems that the new Board of
Governors of the University invited him to assume responsibility for
the administration of the financial end of the University's business.
In this field his friends predict for him a very useful and prosperous
career.

Johnny, who has seen eight summers go by, not very long ago developed a fondness
for playing " hookey " from school. After two or three offences of the kind he was taken
to task by nis teacher.

"Johnny," she said, "the next time you are absent I want you to bring me an
excuse from your father telling me why you were not here." " I don't want to bring
an excuse from father," protested the boy. "Why not?" asked the teacher, her sus-
picion plain. "'Cause father isn't good at making excuses. Mother finds him out
every time."

Life at an English University

MISS D. J. DICKIE
Normal School. Camrose, Alberta

THE above heading may perhaps not prove to be quite justly de'
scriptive of what I shall have to say. Life at an English, so-called
provincial University, Sheffield, Liverpool, Glasgow, even at
London is one thing, not so very different from the kind of life one leads
at our Canadian or American universities; but life at Oxford or Cam-
bridge is something quite other; different as life in another kind of
world. It is of months at Oxford that I shall have to write and much
of what is written would be quite untrue if thought of in connection
with English university life in general.

Crossing from New York in March, 1916, even though the ship was
protected by huge American flags painted on her hull, was not without
its element of danger for Germany had, a month before, announced her
second submarine campaign. It stormed steadily, too, during six days
and most of the passengers were very unhappy indeed so that the splendid
tower of the Liver Building and the great docks at Liverpool were a
vision of surpassing beauty to eyes weary of the grey,' rain-lashed sea. '
No one else from the boat was going to Oxford so I hurried off alone
to buy a little sack of tarts and cakes partly for solace after several
hours in the Customs, partly to see whether I could count my change
in "English". Clutching my handbag, my umbrella, and my cakes, I
dashed for the fussy-looking, toy train and stowed myself gleefully in a
third class carriage — which I had been warned was the only sort that
anyone ever thinks of travelling in. It was beautifully clean and felt
so private. I alternately hoped no one else would get in, so that I could
watch from both sides, and that others would get in, so that I could
talk to them. The train, after all its fussing, stayed and stayed. I ate
as many tarts as I could and then, wondering what to do with the others;
my eyes fell upon a newsboy. I waved the bag at him, being unable
in the excitement of the moment to open the unfamiliar carriage door.
He came up, gazing at me, eyes wide with amazement when I directed
lim to put it in the garbage can. He backed off a few yards, still staring,
len politely turning his back he peeped into the bag. One look sufficed.
le consumed three tarts and two cakes in five gulps and turned again to
ire while he wiped his mouth with the back of his hand. By this
le the train was moving and I began to be very busy dodging from
Be side of my "private carriage" to the other, anxious to miss nothing

[213]

214 THE SCHOOL

of my first glimpse of the English country. A terrible storm of snow
and wind had threshed across the country two days earlier and while the
sun shone and the March fields were green, everywhere the telegraph
wires were down, barns partially unroofed, trees lying in all directions
while great patches of snow still clung to the north sides of hills and
lurked in every valley. It was all very lovely, however, and grew more
gently so as we travelled into the south. I watched for a castle and
presently saw one, a real picture book castle frowning from its great
terrace. The fussy little train travelled very quickly. We banged
noisily in and out of roaring stations, with what seemed to my Western
eyes huge crowds on every platform. By and by a nice elderly man
and woman got into my compartment. They were going to "Rugby"
and I laughed as I listened to the unreal sound of it — "going to Rugby",
Tom Brown's Rugby!

A long delay at Bletchley Junction postponed my arrival in the city
of my dreams until after dark. The "North-Western" station was
deserted. No one else got down. A kindly porter hunted out my
luggage and piloted me outside where pitch dark greeted my eager
eyes. No lights — "Defence of the Realm Act" No Cars, no taxis, no
gasoline — again "Defence of the Realm". By and by my porter un-
earthed a "Jiandsome cab" which drove me through the Egyptian
darkness to the best hotel which, somewhat to my disappointment,
proved to be very large, very modern and thoroughly comfortable.
Those who know find age, picturesqueness, and comfort comb ned at
"the Mitre" in the "High Street".

Next morning I was shiveringly peeping between my curtans at a
wonderful pillared building across the way — ^the Ashmolean Museum — •
when a gentle knock sent me scurrying into bed. A rosy maid with a
"watering can" of hot water answered my "Come in" with her polite
"Yes, Miss" "Thank you. Miss". She lighted my fire, arranged the
hot and cold water and brought the towels, "Yes, Missing" pleasantly
all the time, except in the case of the great building opposite, the name
of which she did not know, having "just come". Inquiring whether or
no I wished my breakfast in bed and being assured that I did, she "Yes,
Missed" her rosy self away to get it, while I poked up my pillows,
donned my best boudoir cap and gazed complacently at the fire and the
hot water can. The "Yes, Miss" rang in my ears — certainly I was in
England.

"No. Eight, King Edward Street," was the address sent me by the
Principal as the possible site of a room for the three weeks before college
would open. I found my "turning" out of the High Street without
difficulty. The narrow street divided at this point into two narrow
streets and at the fork, close by the towering walls of Pembroke College

i

LIFE AT AN ENGLISH UNIVERSITY 215

arden, stood Number Eight. It was a very tall, narrow old house,
'with a great vaulted doorway, surmounted by a stone scroll upon which
was carved "Canterbury House". I gazed in some awe. It looked like
the entrance to a cathedral at the very least. Could this be the place?
Yes, there was "eight" painted in white above the bell-pull. I decided
that I would live behind that doorway or die in the attempt, so I pulled
the bell. I could hear it ring far away and presently "Emily" set the
door ajar and peeped out. It was suggested that she was very untidy,
had, just conceivably, been scrubbing, but her face was rosy and her
smile friendly. We held diplomatic converse, she peeping out and I
peeping in. The hall was high and black and full of all manner of things,
prints, antlers and chairs, hat racks, vases, candelabra and rugs. It
was very wonderful. I became more and more convinced that I should
live there. Upon request Emily, "Yes, Missing" politely in spite of
her scrubbing sack, disappeared in the gloom, from which presently
emerged "Madam" her mistress, a vision of dignity and elegance in
black satin, diamonds and a marvelous coiffure of golden hair which
I suspected at the moment of having known the taste of peroixde, but
which I learned later was "real, natural, and every hair her own".
She lead me into a sort of reception room where I mentioned my need of
a home, but she didn't want me, not at all! They were housecleaning;
she was a maid short; the Somerville young ladies would not be back
for three weeks. She had no one in the house except a "China gentleman,
a member of Merton College, Miss, very rich indeed, pays without a
word". I was somewhat daunted by the mention of the rich laundry
person but the doorway and Emily conquered. I stooped to plead.
Madam Goldilocks hesitated, smiled — and took me in! Oh, very
decidedly! Indeed, the sum named was a bit staggering even to my
Canadian mind but I reflected that college opened in three weeks, and
then there was the door.

Business settled. Madam piloted me through the gloom up a long
stair, past doors with cards tacked upon them (college girls I surmised)
past scrub pails and mops, past paper hangers, past the China gentle-
man's door to the very top of the house, where I was shown into a long,
narrow room full of windows and tables. A noble fireplace and a sleepy
looking couch, with a tea-table ready drawn to it for tea, settled my
conscience with regard to the rent. An adjustable book rest stood by
the head of the couch, a shaded light dropped above it — shades of all
f)ne's dreams! "Miss F.'s room, in term time" purred Madam behind
me. "A beautiful girl, Miss, Lady F.'s daughter". I hoped she was
beautiful. She deserved to be. Her taste was entirely satisfactory.
I gloated as I looked at the couch and the book rest — mine for three
weeks!

216 THE SCHOOL

Very wonderful weeks they proved to be. April blossomed in every
corner of that lovely land. I knew no one; had no responsibilities.
Work, friends, and the conscience that would insist on my making the
best of my time loomed dimly ahead, pushed back beyond the rim of
that three weeks. Armed with a map of the city and a guide to its
dateless glories, I fared forth every morning, returning in the evenings,
footsore and cold, to my fire and the couch and the book-rest. Emily
was my guide, philosopher and friend. She showed me how to adjust
the book-rest so that it would stay adjusted; she warned me, nay,
read me motherly lectures on the importance of drawing the curtains
so that no peep of light shone through to bring the watching patrol
down upon us, armed with "The Defence of the Realm Act" and its
penalty of fearsome fines; she lit my fire and brought my hot water
and patted my hand to waken me in the mornings; she brightened the
fire, brushed the hearth and brought me after-dinner cofTee (I ate where
I happened to be during the day) — when I came in at seven, stiff with
the cold, east wind, and sodden, mentally and spiritually with the day's
gazing at the poetry in stone which is Oxford.

It was Emily, too, who, born in the City, helped me find things on
the map, told me of places not marked there and rehearsed countless
stories, most of them untrue but marvellous, of people and things.
She could rarely help if it were a question of history or architecture,
nevertheless we got on beautifully with the acclimatizing process which
was what I chiefly desired. When I was too sleepy for further con-
verse, Emily turned down the covers of the bed; laid out my dressing
gown and slippers (it always gave me a haughty feeling as of "place
and power" to see her do it), and "Thank you. Missed" and "Good-
night, Missed" herself away.

I think that during those three weeks I spoke to but two other
people: Madam Goldilocks, who paid me a formal call the second evening,
obviously wishing to discover whether or not I was a proper sort of
person to have about; and a nun who frequented the church of "St.
Peters-in-the-East" with whom I struck up quite a friendship. She
gave me a great deal of information about the architecture and history
of that very ancient building and showed me the crypt where Henry H.'s
"Faire Rosamund" used to pray in secret. Once I encountered the
"China gentleman who paid without a word". I heard him coming
down as I went up and assumed the air of bored oblivion which I felt
would be correct under the circumstances. But alas for me! He was
the grandest of grand gentlemen, in the very last word in purple and fine
linen, and his air of hauteur so entirely outshone mine that I slunk
guiltily past to my room. "Slunk guiltily" is really the only expression
that adequately describes the situation.

LIFE AT AN ENGLISH UNIVERSITY 217

Every day the sun shone. I do not remember that it rained once
during those weeks. I found the "High Street" which inhabitants will
tell you is the most beautiful street in Europe. You may smile at that,
thinking them in jest; but two years of gazing "up from the bridge"
or "down from Carfax" at its graceful curves, its haunting perspective,
its lines of glorious old college walls and you will probably find yourself
willing to defend that statement. I learned to know Magdalen College
(pronounced Maudlin — nobody knows why) raising its marvellous
shaft of pale gray-blue against the bluer sky. I puzzled over the queer
gargoyles in the cloisters; watched the deer under the huge oaks in the
Park and walked in Addison's Walk where the trees, showing their
first feathery green arch over your head, form a long, long vista. I found
the famous front of "Christ Church" with "Tom Tower" over the gate-
way and listened to "Tom" when he rang one hundred and one strokes
every evening at ten minutes after nine as he has done since nobody
knows when. Inside the gateway is the vast quadrangle that Wolsey
built in the days of his power. In these war times you can hear the
pigeons coo about the fountain in the centre, so full of silence is the
great space. An entrance on the right gives access to the cathedral
where is the shrine of St. Frideeswide, the half mythical foundress of
the city. It was the nun who told me how to find the Shelley memorial
which University College, having expelled the poet during his life,
raised at great cost in his honour after his death. It was the most
beautiful piece of marble I had ever seen. He lies across a great block
of stone like a bit of driftwood, washed up on the sand, limp and white
and infinitely pitiful. A kindly policeman, answering my question,
gave me my first glimpse of the Rock Garden in St. Johns and from
my faithful map I learned that the great wall of New College is part
of the ancient wall of the city and that the tower which rises above the
citadel is the very one from which Queen Matilda escaped in white
across the snowy fields. All by my self, with only fortune for my guide,
I found the great stone arch, now built into the wall of a mill, which is
all that remains of the once rich and famous Osney Abbey built before
King Alfred's time.

Everywhere there are queer streets and narrow lanes and gardens
with high walls about them and postern doors to go in by. The doors
in the walls fascinated me. I longed to go in and see what lay beyond.
I had been peeping hungrily between the iron palings at a great bed of
daffodils, when, noticing that the door in the wall was open, I made
bold just to step in, only to learn that my courage was quite uncalled
for, that I was in the botanical gardens and entirely welcome.

(To be concluded in the December number.)

Drawing of Historic Forms

LEO E. PEARSON
Provincial Institute of Technology and Art, Calgary, Alberta

THE portion of the Alberta course of study in Art termed "Drawing
of Historic Forms" has been misunderstood by many teachers.
Some have ignored it and others have given it undue importance,
even going so far as to make it take the place of design. The chief aim
in this type of drawing is to develop power to represent a given form
accurately. While it should not be neglected, some other portions of
the course are much more important.

DXOXOXI

It is necessary for the pupils to draw these forms from pictures or
other drawings. Perhaps the best method is for the teacher to draw
the pattern on the blackboard and have the class follow, drawing it
step by step. Ink, watercolour and crayon are suitable mediums for
representing the Indian motifs. Although these shapes are largely
made up of straight lines they should be drawn freehand in mass. Sym-
metrical shapes, as the lotus, may be drawn by using guide lines as shown

12181

DRAWING OF HISTORIC FORMS

219

(dM

uuimijuuin

L515151515151

laisEMai

220 THE SCHOOL

in Plate II or by using a centre axis only to assist in making the drawing
symmetrical. Some teachers prefer to have the fret drawn first on
squared paper, then as an intermediate step have it spaced between
parallel horizontal lines, and later drawn entirely freehand. However,
if the previous work has been properly taught pupils should be able to
draw it without these aids, making any necessary construction lines
freehand. In any case the aim should be to reproduce the pattern,
either enlarging or reducing it by the use of the eye and hand. If corre-
sponding parts are measured it should be done after an attempt has
been made with the eye rather than at first, so that power may be
gained in judging distances with the eye. The use of ruler and compass
defeats the purpose of this type of drawing and does not give the pupil
power to deal with the next problem of this kind.

The course of study calls for motifs from Indian designs in Grade IV,
Egyptian lotus in Grade V, Greek fret and anthemion in Grade VI,
Roman rosette in Grade VII, and memory drawings of these or similar
forms in Grade VIII. For the benefit of teachers who have had difficulty
in finding material for this work I have collected some examples which
are shown here. Some of these forms may be used as motifs for design
problems in the same way as sketches of plants, objects, or landscapes.

When drawing these forms the teacher will find it helpful and interest-
ing to give some idea of their origin, how they were used, and perhaps
a little about the people who used them. The review work in Grade VIII
gives an opportunity for comparison.

In Indian designs many nature forms and objects are symbolised by
geometric figures which are decorative rather than imitative. These
are used on blankets, baskets, pottery, and garments. Plate I shows
several examples of these motifs.

The Egyptians were an isolated people dependent upon the Nile
river for sustenance. They went direct to Nature for inspiration and
instinctively followed the law of radiation which they found everywhere
in leaves and flowers. The lotus, a water-lily growing in the Nile,
was sacred to them, being the symbol of fertility and new life. Hence
it is the leading motif in Egyptian floral ornament. They used colour
in flat tints with neither shade nor shadow, yet found no difficulty in
conveying to the mind the object they desired to represent. Plate II
shows the lotus as it grows, and conventional renderings of it

Refined taste must have been universal among the Greeks, because
they carried the perfection of pure form to a point which has never
since been reached. Greek ornament is distinguished by simplicity
of line, refinement of detail, radiation of parts, unity of composition
and perfect symmetry. The anthemion which is the typical form,
whether derived from the acanthus flower or honeysuckle or a com-

DRAWING OF HISTORIC FORMS

221

bination of brush strokes, differs from the earlier lotus type in its more
abstract rendering and its absence of symbolism. Like the lotus it is
usually arranged with alternate flower and bud, connected with curved
lines and spirals. Colour as well as form was a great factor in the art
of the Greeks. Plate III shows various forms of Greek ornament in-
cluding frets and other borders.

Plate IV.

Roman art was greatly indebted to the Greek. The Romans used
similar forms with greater elaboration together with carving bold and
vigorous, yet lacking the refinement and grace of the Greeks. Plate IV
shows some of the simpler Roman rosettes which were used in con-
nection with their architectural ornament.

Note. — The above is the first of a series of articles on the teaching of Art, interpre-
tative of the Alberta Public School course of study, which will be continued each month
till the end of the school year in June.

" I am delighted to meet you," said the father of the college student, shaking hands
warmly with the professor. "My son took algebra from you last year, you know."
■" Pardon me," said the professor; "he was exposed to it, but he did not take it."

On Translating Caesar's Indirect Speech

J. O. CARLISLE, M.A.
University of Toronto Schools

TRANSLATION, I take it, is the turning of the thought of an
original into idiomatic English expressing an equivalent thought,
not the turning of the words and phrases of an original into
equivalent English words and phrases. The latter process is the old-
fashioned "construing" and often the result is not English at all. Now
a little reflection will show that, when a reputable English writer wishes
in the course of a narrative to report a speech of one of his characters,
he gives the actual words, rarely quoting him indirectly. Caesar, on the
other hand, employs indirect speech rather commonly and every teacher
of Latin must have felt when taking up one of these passages that the
lack of a real reflexive pronoun in English is a great handicap. Now, if
indirect speech is not in the genius of English while direct is, would not
one way out of the difHculty be to turn the passage into the original
words of the speaker?

Let me illustrate this from the well known piece in Caesar B. G.
V. 3. — veritus ne ab omnibus . . . permissurum. An indirect translation
would run something like this:

Fearing that he might be deserted by all, Indutiomarus sent envoys
to Caesar (to say) that he had been unwilling to leave his tribesmen
and come to him . . . and so the state was in his power and if Caesar
would permit he would come to him in his camp and entrust his own
fortunes and those of his tribe to his keeping.

To the ordinary class, this is an almost unintelligible jumble of " he's "
and "his's". Inserting the proper names, Caesar or Indutiomarus, will
make the passage clear enough but this is a purely mechanical device
and (if anything) makes the English worse.

On the other hand if the original words of Indutiomarus are given,
the passage becomes perfectly clear and also reputable English: ; .

Fearing that all might desert him, Indutiomarus sent envoys to
Caesar (with the following message) : " I have refused to leave my tribes-
men and come to you . . . and so the state is in my power and, if you will
permit, I shall visit you in your camp and entrust to your keeping my
own fortunes and those of my tribe".

This is clear, is very decent English and, best of all, brings out the
main point of the message, viz., that Indutiomarus wishes Caesar to

[222]

ON TRANSLATING CAESAR'S INDIRECT SPEECH 223

believe that he, not Cingetorix, is the real friend of the Romans and the
real master of the Treveri.

Another good passage to illustrate the advantage of the direct is the
famous speech of Ambiorix in B. G. V. 27 — sese pro Caesaris . . . referre.

"I admit that I owe Caesar a great de.al for his kindness to me; for,
thanks to him, I was freed from the tribute which I was wont to pay my
neighbours, the Aduatuci. Furthermore Caesar restored to me my son
and nephew whom the Aduatuci held in slavery and prison though they
had been sent as hostages.. In the matter of the attack on the camp, I
did not act according to my own judgment or volition but under com-
pulsion of my government for my power is of such a kind that the
commons have no less power over me than I over them. Moreover my
tribe had this cause for the hostile act, that it could not stand out against
a sudden pan-Gallic confederacy. This I can easily prove from my own
insignificance, for I am not so ignorant of facts as to think that my
troops can conquer Rome. But it is the design of a united Gaul; this
is the date fixed for attacking all Caesar's winter camps so that no
legion can go to the rescue of another. It was not an easy matter for
Gauls to deny a request to Gauls especially when the evident object
of the plan is the recovery of national liberty. Since I have done my
duty to my countrymen on the score of patriotism I now have reason
for allegiance to Caesar in return for his kindness to me. I earnestly
beg Titurius on the grounds of our friendship to take thought for his
own and his men's safety. A large force of Germans has been hired and
has crossed the Rhine; this will arrive in a couple of days. It is for the
generals to decide whether they want to lead their men out of the winter
camp before our neighbours are aware of it and join Cicero or Labienus,
one of whom is about fifty miles distant, the other, rather more. This
much I promise on oath: I shall give you a safe conduct through my
territories. In acting thus, I am doing my tribe a good turn for I am
relieving it of the presence of a winter camp, while I am also showing
gratitude to Caesar for his favours to me."

Another distinct advantage of this sort of version is that the passage
is ready for the pupil to turn back into the Latin direct and, as Upper
School examinations stress this, the point is of some importance.

I wish to say in closing that I do not for a moment claim any origin-
ality for this method and I should not have ventured to write on the
topic but that I have found after years of experience as a critic teacher
that the idea is new to student teachers who almost invariably stick to
the indirect of the original.

Nature Study for November

PROFESSOR G. A. CORNISH, B.A.
Faculty of Education, University ot Toronto.

WINTER BIRDS

Introduction. — In November the trees have so completely shed
their leaves that there is nothing to interfere with the view, and birds
can readily be seen in the branches. Since the weeds of the fields and
roadsides have withered and the grass is long since brown and lies flat
on the ground, the whole field of view is laid bare and it is a very stealthy
bird that can escape the eye.

Accordingly, it is in many respects an excellent season to carry on
bird studies. Besides, the number of birds that are winter residents is
so small that if a list of the likely ones is obtained, those seen can readily
be identified. Perhaps the scarcity of birds is a disadvantage, because
a whole afternoon's walk through the woods may not be rewarded by a
single "catch".

Practical Work by the Pupils.— Pictures of the seven or eight
birds which are likely to be seen during the winter should be placed on

the wall of the school and the
pupils should be encouraged to
read from a good book on birds
as much as they can regarding
them. Once a day a few
minutes should be taken in
order that each pupil can state
what observations he has
made. In the case of each
bird the pupils should observe
the size, colours, kind of beak
and feet, whether it is seen on
the road, in the fields, in the
woods, etc. They should en-
deavour to ascertain why it
occupies this particular habitat.
Most probably it does so for

Cemented holes shut out the Chickadee. ^o^e reason connected with

From The Bird study Book. TheMussonBookCc, Toronto itS food SUpply. HeUCC they

[224]

NATURE STUDY FOR NOVEMBER

225

should endeavour to find what sources of food there are on the roadside, in
the fields, in the woods, etc. If a bird is found among weeds in the field
or on the roadside, the weeds should be brought to school to be examined
for sources of food. The surface of a twig of a neglected fruit tree
should also be examined for eggs of insects. A collection might be made,
showing the sources of bird food during the winter. In this collection
there would be weeds containing seeds, cedar and pine cones before the
seeds are shed, branches of various shrubs and trees with berries attached,
branches of various trees with
succulent buds, and twigs and
bark having insects' eggs on the
surface or larvae and pupae in
cavities made in the bark.

Information for the
Teacher. — Birds that reside in
Ontario during the winter are
of two kinds, permanent resi-
dents such as the house sparrow,
the chick-a-dee, the downy
and hairy woodpeckers and,
perhaps, the crow; and winter
residents such as the horned
lark, snowflake, redpoll, and
pine grosbeak that spend the
summer far to the north and
move south to Ontario only
for the winter.

It is not necessary to de-
scribe here each of these birds
because it may be assumed
that every school library con-
tains a bird book with descrip-
tions of such common species. "^"^^ ''""'"y woodpecker is fond of suet.

1 • I I 1 . . • ^ TOm The Bird Stttdy Book.

Ihese birds have their distinct The MussonBookCo., Toronto

habitats. The woodpeckers and chick-a-dees are climbers and keep up
a continual search on tree trunks for food. The little chick-a-dee is
quite satisfied to pick off the eggs from the surface of the twigs with his
pointed beak; the woodpeckers drive their long, sharp, chisel beaks
into the rotten bark and wood until they strike the burrow of the larvae
and then dart their barbed spear of a tongue into the opening and pull
forth the choice morsel. The horned-lark is a ground bird and it would
be a wonderful sight to see one on a fence or in a tree. They live in
the fields and on the roadside. The ordinary passer-by does not dis-

226 THE SCHOOL

tinguish them from the sparrows but if once a person notices the elegance
of their appearance, the beautiful colour and smoothness of their plumage,
he must wonder how he ever confused them with such a vulgar common
bird as the house sparrow. The snowflake is a bird of the field and
delights to scamper along from weed to fence and across the field in
the drifting snow. He has more white on his body than any common
bird of the fields or forest. Both the horned lark and the snowflake
gorge themselves on the weed seeds of those rigid plants whose woody
stems project above the snow throughout the winter. The beautiful
little redpoll has a suffusion of raspberry-red over his body. This colour
becomes intensified on the top of the h^d (redpoll) and on the breast.
Rarely is he seen away from the tall weeds along the fences.

Undoubtedly many of our birds are driven south in autumn owing to
a lack of a sufficient supply of food and one would wonder how any food
could be obtained from a country covered with snow and from which
all insects have departed. But it is only necessary to make a careful
search in order to find supplies scattered in various directions. Never-
theless, the quantity is so limited that only a few species of birds can
find sustenance. Some of the sources have already been mentioned.
The house sparrow, true to his name, keeps close to the house and fattens
on the many scraps that are thrown out. He does not hesitate to descend
among the barnyard fowl and devours more than a fair share of their
food. He never takes to the woods but is found in flocks on the roads
and picks up every scrap that falls from the farmer's wagons.

Some of our hawks and owls also remain during the winter. Often
at night consternation spreads among the sleepy sparrows huddled
together in the pine trees or in the vines clinging to the wall, for an owl
appears and begins to make short work of these pests.

Even the water birds have not all disappeared. As the ponds and
rivers freeze, the ducks, who have been feasting on the plants and
animals at the bottom, move on to the south. But the currents generally
keep some open spots in the ice and not infrequently a few grebes remain
in the icy waters and dive for fish that swim in the water and for clams
half buried in the mud at the bottom.

"So you confess the unfortunate young man was carried to the pump and was
drenched with water. Now, Mr. Fresh, what part did you take in the disagreeable
afTair?" Undergraduate (meekly) — "The left leg, sir."

Teacher (Natural History Class) — "You will remember, will you, Tommy, that
wasps lie in a torpid state in the winter?" Tommy (with an air of retrospection)^
"Ves'm, but they make up for it in the summer."

A Lesson in Outdoor Prospective

VIOLET I. DICKENS, B.A.,
Central Technical School, Toronto

Regulations — Page 34. Notes: .3. " In the first year the principles of perspective
should be learned inductively from observation."

OBSERVATION and study of landscape should precede any
attempt to represent such. This is surely logical and we may
find that the cause of many failures to secure good work in land-
cape is a lack of proper observation of things as they are. Observe any
fschool exhibition of drawings and you will be impressed with the fact
Jthat the pupil in landscape work has no idea of distance. It is all a flat
surface with no depth. In most cases, you will notice that the child has
jut everything right up against you, as it were. Things, objects, must
ippear to him "right-up-against" or he would not do it. Have you

A class at work after observation of thi.- road and side-walks; showing board and tliree ways ot using

a pencil.

ever sighed over hopeless work which showed roads that looked like
lladders mounting to a sky? Have you told and re-told the young artists
|to make them look flat? Have you been shocked to find streams, vivid
jlue, running clear out of deep blue skies, down straight over that well
tnown pasture hill? Have you found empty spaces of clean paper between
sky and meadow? When you ask, "Why the emptiness?" the answer
Reaves you non-plussed. "There must be a sky line and a horizon line".

To begin to teach the principles of free hand perspective, let us
[take the class out on the road.

A road is selected and not the railway track, because a road is always
observable and because a road always makes a picture.

227]

228 THE SCHOOL

It is best to select for observation a point which commands a reason-
able amount of uninterrupted distance. For example, too many tall
trees close at hand, or a sharp turn, will hinder observation of the things
for which we are to look.

The class should take a position on the road. Draw a line a few
feet from the class at right angles to the road and you may tell them
that this is the ground line. They will certainly agree with you but
will likely fail to remember the fact. It is not necessary that they
should; we are not after terms but an idea — the idea of distance.

"We are now going to put an imaginary frame around a picture.
This line in the road is the lower edge of the picture. You must find
the top or upper edge with your pencils. This way. Hold the pencil
parallel to this ground line and at arm's length; look straight down the
road and, without raising your head (you must raise your eyes), place
the pencil to mark off the highest point you can see. Does the pencil
mark off a section of the sky? Is it very much or very little higher
than those distant trees?" This part of the exercise will take some time,
but one must expect to spend time here. It is something new for a
child to set bounds to his field of vision.

"Now for the sides of our irfiaginary picture frame. Pencils held
perpendicularly, stretch the right arm to the right as far as you can see
without turning the head. You are still looking down the road. Your
pencil seems to stand up against some trees at the road side or seems to
be out in that field. Now the left in the same manner. We have framed
our picture. Try it again, ground line, upper edge, right, left. Now
let us look into the frame and see what is there".

From this point the lesson may proceed in five or six directions
according to the point chosen by the teacher. One principle is usually
sufficient for a lesson, although more may be taken. The following
order is a good one. 1. Distance afTects the apparent size of objects.
2. Distance affects the apparent colour of objects. 3. Parallel lines,
receding from the eye, appear to converge (meet). Waggon tracks in
the road. 4. The horizon line and centre of vision. 5. The sky line.
6. Flat surfaces (when viewed obliquely) look shorter than they actually
are. (Foreshortening). The pencil or ruler can be used to find the
horizon line. Its position in regard to the foreground or ground line
should be noted.

Outdoor classes also mean life and variety and realized gain to an
art class. It is hardly practicable to attempt water colour work in an
outdoor class but crayons, pastels, and the pencil for the sketch are
easily handled. A drawing board 18"X12"X5" and a few thumb
tacks with paper is all the equipment that is necessary.

Notes and News

[Readers are requested to send in news items tor this department]

Miss Lenore A Sanderson, B.A., formerly of CoUingwood, is now
head of the art department in Peterboro Collegiate Institute.

Gordon Young, formerly of Woodstock, has been appointed Principal
of Norwich Continuation School. He has been succeeded in the principal-
ship of Victoria Public School, Woodstock, by G. McDiarmid of Thames-
ford.

Miss Brigham, who taught last year in Norwich Continuation School,
is now on the staff of Highgate Continuation School. Miss H. N.
Vinning of Belmont has succeeded her in Norwich.

T. M. Cayley, who was Principal of Norwich Continuation School,
has gone into business in that village.

Miss Poole of Hatchley and Miss Beatty of Norwich have been
appointed to the staff of Norwich Public School.

T. A. Mann of the class of 1915-16 in the Faculty of Education,
Toronto, enlisted last March with the 70th battery.

Miss Alma M. Matthews, B.A., of Almonte is now in charge of the
art department in Brantford Collegiate Institute.

Miss Violet I. Dickens, B.A., has been appointed to the department
of art in the Central Technical School, Toronto.

Miss Laura M. Bryan, has been appointed to the staff of Elmvale
Continuation School.

Maurice Erb, B.A., formerly c^f Lindsay, has accepted an appoint-
ment to the staff of Kitchener Collegiate Institute.

Malcolm McArthur, formerly of Corinne, Sask., has enlisted with
B. Company Highlanders, Central Ontario Regiment.

W. W. Rutherford, B.A., for over thirty years Principal of Aylmer
High School, has resigned the principalship but retains his position as
mathematical master. E. O. Awde, B.A., science master, has been
appointed Principal.

Teachers in rural schools are asked to read pages 191 and 192 in this issue.

Miss Evelyn MacNaughton, formerly of Merlin, is this year Principal
of Tilbury Continuation-School.

Miss Evalyn M. Stark, formerly of Oil Springs, is now on the staff of
Chatham Public Schools.

Miss Nellie Harper and Miss Maretta Wilkin are on the staff of Oil
Springs Public School.

Luther H. Kirby, B.A., of the staff of Oakwood Collegiate Institute,
Toronto, enlisted last June with the C.O.T.C.

J 229 J

230 . THE SCHOOL

Miss Elsie Rice, of Claremont, has accepted a position on the staff of
Leamington High School.

G. L. Pinkerton of the class of 1914-15 in Stratford Normal School,
has enlisted and is now in France.

Miss Jennie A. Kinnear, B.A., is teaching mathematics and physics
in Button High School.

Of the class of 1916-17 in the Faculty of Education, University of
Toronto, the following news has been received: Dorothy A. Nelson is
teaching Third Book classes in Thorold Public School; Miss Alix Edge
has charge of Colpoy's Bay Public School; Miss Eula B. Arlidge is on
the staff of Meaford Public School; Miss N. L Cousins, B.A., is assistant
in Bothwell. Continuation School; Miss Winona M. Stewart is at R.R.
No. 2, Belwood; Miss Ruth McCausland and Miss Janet L Stewart
are on the occasional staff in Toronto Public Schools; Miss Evelyn King
is at Copetown; Miss Teresa O'Reiley, B.A., is on the staff of Cardinal
Continuation School; Miss Sarah Carson is at R.R No. 3, Port Perry;
Miss Bertha M. Copeland is at R.R. No. 1, Otterville; Miss E. Alice
Fenwick, B.A., is assistant in Stella Continuation School; Miss Bertha
Collins is at R.R. No. 2, South Cayuga; Miss Helen C. Powell is on the
staff of St. Mildred's College, Toronto; Miss Roberta M. Hayes is at
R.R. No. 1, Wellington; R. J. Lang, M.A., has enlisted; Miss Jean
Simmie is at R.R. No. 1, Napanee; Miss Katharine Wardrope, B.A., is
on the staff of St. Agnes' School, Belleville; R. H. Norris is at Fern
Avenue School, Toronto; Miss Bella J. Gowan is Principal of Vars
Public School; Miss Minnie E. Colling is at R.R. No. 1, Ripley; Miss
M. R. Squair is Principal of Tyrone Public School; Miss Lyla M. Guest
B.A., is teaching Grade IX in the High School at Rivers, Man., and
Latin and French in the higher forms; Miss Lila Howse is on the occa-
sional staff in Toronto; Miss Addie M. Shepley is assistant in Wroxeter
Continuation School; Stuart Fordyce is in charge of the Public School
at MacLennan; Miss Amy L. Kartzmark is teaching a primary grade
in Queen Mary Public School, Hamilton; Miss Ida M. Cook is at R.R.
No. 1, Orton; Miss Helen L. Dougall is teaching a Second Book Class
in Barrie; Miss Lillian L. Farrow is at R.R. No. 4, Uxbridge; R. J. Gift'en
is on the staff of the Toronto Public Schools; J. H. Scott is Principal of
a Public School near Beamsville; Miss Clara V. Yates is at Hatchley;
W. M. Hugill, B.A., is teaching Latin in Moose Jaw Collegiate Institute.

Those who are teaching in rural schools will find something of interest on
pages 191 and 192 of this issue.

Further news of graduates of the class of 1916-17 in Stratford Normal
School is as follows: Miss Joanna W. MacCallum is at R.R. No. 5,
Lucknow; Miss Beatrice Smith at Burtch; Miss Clara Hindman is at
R.R. No. 1, Glencairn; Miss Ora B. Hoffman is at R.R. No. 4, Stratford;

NOTES AND NEWS 231

A. W. Jacklin is at R.R. No. 1, Hepworth; Miss Lottie Cartledge is
at Milverton; Miss Albertina M. Schilling at R.R. No. 1, Elmwood;
Miss Hazel Noble at R.R. No. 4, Brussels; Miss Jean Floyd at R.R. No. 2,
Meaford; John A. Macdonald at R.R. No. 4, Kincardine; Miss Nellie
McKague at R.R. No. 1, Wingham; Miss Ella J. Colwell at R.R. No. 2,
Camlachie; Miss Pearl Makins at R.R. No. 3, New Hamburgh; Miss
Edith A. Edge at R.R. No. 1, Varney; Miss Edith Dyer at Benmiller;
J. G. Crawford near Camlachie; Herbert J. Helm at R.R. No. l.Osgoode;
Norman W. Matthews at R.R. No. 1, Janetville; Miss Isabel M. Stewart
near Parkhill; Miss Gertrude Morrissey at R.R. No. 3, Lucan; Miss
Mary Clark at R.R. No. 2, Kemble; Miss Flora J. Allan is Principal of
the Public School at R.R. No. 2, Essex; Miss Hilda Gebhardt is on the
Public School staff at Neustadt; Miss Ina M. Oswald at R.R. No. 2,
Palmerston; Miss Sybil Robertson at R.R. No. 1, Gadshill; Miss M. J.
Elliott, at R.R. No. 2, West Monkton.

Since last issue the following news of graduates of last year's class
in Ottawa Normal School has been received: Miss Sara M. McGuire is
teaching at Naev Meehal; Miss Loretta M. Hagan at R.R. No. 4,
Renfrew; Miss Annie Sherlock at R R. No. 2, Westport; Miss Nellie
McQuaig at Bouck's Hill ; Miss Gladys Gardiner is on the staff of Prescott
Public School; Miss M. Sequin is teaching primary work in St. Joseph's
School, Windsor.

Further news of graduates of last year's class in Toronto Normal
School is as follows: Harry W. Field is at Roseneath; Miss Helen B.
Williams at Washago; Miss Leona Davey at Norland; Miss Mary E.
Andrews at New Lowell; Miss Beatrice Christian at R.R. No. 1, Cree-
more; Miss Lydia Whitfield at R.R. No. 3, Markdale; Samuel Browns-
berger at Moosehill; Herbert H. Hannan at R.R. No. 6, Markdale.

An item of special interest to teachers in ungraded schools appears on
page 191 of this issue.

In addition to those previously mentioned, graduates of last year's
class in Peterboro Normal School have positions as follows: Miss Elsie
Ferguson at R.R. No. 5, Mt. Forest; Miss Clara Barry at Coe Hill; Miss
Margaret D. Langley at R.R. No. 1, Detlor; Miss Marion Alleby at
Churchill; M'ss Maude Arkils at Northport; Miss Mildred Clarke at
Foxboro; Miss Eva M. Cripps at Sand Lake.

Mrs I. D. Eastman is teaching this year at Wendover.

Geo. W. Carter, M.A., was, at the beginning of this term, appointed
Principal of Shelburne High and Public Schools.

The calendar for the eighth session of the School of Physical Educa-
tion, McGill University, Montreal, was issued some weeks ago. The
course in physical Education is a very thorough one and the school has
an excellent record. Teachers who contemplate specializing in this

232 THE SCHOOL

department should note the advertisement on page IX of this issue and
secure a copy of the calendar.

L. P. Menzies, B.A., is now Principal of Lucan High School.

It is possible that a news item in the September number may have
been misunderstood. Ambulance No. 9240 referred to in a letter pub-
lished on page 68 of that issue was donated by the examiners who marked
the Departmental and Matriculation papers in Toronto in 1915. For
their information the report was published.

Alberta.

Sub. Flight Lieut. Chas. H. Weir, formerly Principal of the Elm
Street School Medicine Hat, was officially reported missing on August
21st. Lieut. Weir enlisted in September, 1916. After a preliminary
training at the Curtis School in Toronto he proceeded overseas and was
attached to the R.N.A.S. He had been wounded three times previous
to the engagement of August 20th. ^

Miss C Hunter has resigned from the Calgary staff to return to
Morewood Ont. She will teach in Ontario.

Miss Marjorie Walker of the Medicine Hat staff is studying at the
University of Chicago. Miss A Currie, also of Medicine Hat, is taking
a course at Macdonald College, St. Anne de Bellevue.

Miss Eva G. Crofts who has had charge of the primary room in
the traming department of the Camrose Normal School, was married
during the summer to Rev. C. W. B. Jones. Miss Yvonne LeBlanc of
Calgary has been appointed to take her place.

W. H. Todd of the Edmonton staff has been appointed to the prin-
cipalship of Queen's Avenue School; J. E. Sommerville to the principal-
ship of Highlands School; and Miss E. O. Howard to the principalship
of Delton School.

W. N. Goodridge, of the Art Department, Technical School, Edmon-
ton, is compelled to undergo a serious operation which entails at least
a two months' leave of absence.

The spring and summer offensives have resulted in a large number of
former Alberta teachers being killed and wounded. Of the group repre-
senting the Camrose Normal School at the front six have been killed in
action and fifteen wounded. Pte. Geo. W. Cochrane died of wounds
received at Vimy Ridge. Lance-Corporal R. M. Gibson, formerly
Principal of the Practice School, was killed in action at Vimy Ridge on
April 9th. Pte. P. W. Jakeman and Pte. E. McConaughy of the Camrose
district were killed in action in June, and Pte. Walter Jones of Ponoka
late in October.

Lieut. F. J. W. Fane of Vegreville and Lieut. R. P. Clarke of Edmon-
ton were wounded during the late summer, as were also Privates Annett,

NOTES AND NEWS 233

Davies, Keill, and Bell. The Normal School is proud of these men of
such heroic stuff and holds in loving memory the lives and service of
those who will never return.

The Coaldale Consolidated School, under the principalship of R. J.
Gould, opened for the year in September with an increased attendance
and an addition to the staff. Miss Marguerite Hunt has charge of the
junior department and also of the music and art throughout the school.
Miss Jessie E. Ross, who is the new member of the staff, teaches the
intermediate room and has charge of household art. This school is one
of the first in the Province, outside the city schools and the schools of
agriculture, .to make provision for the teaching of household art through-
out the grades.

The following teachers hav^e been appointed to the Technical School
stafT, Eklmonton: Miss K. Bowman, St. Paul, Minn., Head of the depart-
ment of household art; H. H. Goodwin, Superior, Wis., to the printing
department; M. J.Hilton to the science department; MissHelen Peterson,
academic; Miss C. E. Smith, sewing; G. Potter, forge shop department

Alberta was fairly well represented at the Summer Session of
Columbia University again this year. G. D. Misener, Principal of the
H. A. Gray School, R. W. Hedley, Supervisor of Art, Miss Catherine
Burgar of the McKay Avenue School, and Miss Florence Dillow, repre-
sented Edmonton. W. A. Stickle of the department of psychology
and G. Fred McNally, Principal, were present from the Camrose Normal
School. Mrs. McDonald and Miss Marie McDonald registered from
Calgary. Miss Helen Job, formerly supervisor of household art,
Medicine Hat and now of McDonald College, Guelph, and Miss Francis
McNally, formerly supervisor of household art, Lethbridge, and now
of Brantford, also took advanced work at Columbia during the summer.
In all about seventy Canadians were enrolled for special summer work
there during the past session. As in the past years, the British Empire Club
formed a rallying point for Britishers from all parts of the Empire. Prin-
cipal Geo. J. Trueman of Stanstead College made an efficient President.

On the last Wednesday in August the marriage of Geo. K. Sheane,
Principal of Schools at Tofield, and Miss Inez Anstis, of the Public
School staff, Edmonton, took place in Edmonton. Miss Anstis is a
graduate of the Camrose Normal School of the spring class, 1915, while
the groom is a graduate of the University of Alberta and later of the
Camrose Normal School. Mr. and Mrs. Sheane are residing in Edmonton.

Pte. C. B. Sargeant of Bawlf, who contracted a very severe case of
trench fever in September, 1916, has so far recovered as to be able to
come home. He reached Alberta early in October.

J. H. Main has taken up the work of Principal of Schools, Vegreville.
Mr. Main was formerly Principal at Innisfail.

234 THE SCHOOL

Miss M. Moraw of the Edmonton staff has been appointed Vice-
Principal of the H. A. Gray School, Edmonton.

Miss C. E. Kaulbach, a graduate of Queen's University, and formerly
a member of the staff of the Edmonton schools, has taken up her work
as assistant in the High School, Camrose.

Pte. J. W. Lang, a graduate of the Camrose Normal School, 1914,
went overseas with the 51st Battalion. He was seriously wounded in
September last year. After several months in the hospital he was
returned to this country and is now quite recovered. Pte. H. N. Stephens,
who enlisted with the Western Universities' Battalion while taking his
training as a teacher, has been invalided home. Already he is reported
to be much better and it is hoped that he will make a complete recovery.

Miss D. Arkell, formerly of the staff of Crescent Heights Collegiate,
Calgary, is now Principal of the school at Carstairs.

Quebec.

H. M. Cockfield, B.A., has resigned his position as Principal of
Aberdeen School, Montreal, and has retired on a pension. For many
years Mr. Cockfield has been one of the pension commissioners, and
his retiral will leave a vacancy very difficult to be filled by his successor.
He has been succeeded in his school by Mr. Bacon, formerly Principal
of Lome School. Mr. Bates, Principal of Delorimier School, has been
appointed to Lome School and has been succeeded by Mr. Bissell, who
was formerly first assistant in Stratheam School.

On October 3rd there was held the first Annual Convention of the
Protestant School Commissioners and Trustees of the Province of
Quebec. The Convention was held in the Diocesan College, Montreal,
and included members from almost every country and township. The
Hon. Sydney Fisher presided at the meeting until the election of officers.
Several important resolutions regarding changes in the school law were
passed. Other resolutions were passed in favour of compulsory educa-
tion, eligibility of women on school boards, and flying the flag on all
schools daily. This association promises to be of great value to educa-
tion in the Province, and will keep the local boards in touch with educa-
tional questions of the day instead of confining their interests to the
raising and spending of school taxes. Mr. Harry Bragg of St. Lambert
was appointed President, and Mr. Patterson of Montreal West, Secre-
tary-Treasurer of the Provincial Association.

The Protestant Teachers' Convention was held in Montreal High
School on October 4th, 5th and 6th, and was one of the most successful
conventions that have been held in recent years. A large number of
model lessons in various subjects were given by experienced teachers of
the various sections — High School, elementary, primary, and kinder-

NOTES AND NEWS 235

garten. One of the popular items of the Convention this year
was a series of lectures by Professor Patty Hill of Teachers' College,
Columbia University, on "The Development, Month by Month, of
the Child's Year in School", and on the "Montessori System as it may
be Applied to Kindergarten and Primary Work in Rural and City
Schools".

Addresses in the evenings were delivered by Professor John McNaugh-
ton of McGill University on "Education and The War", and by Sir
George Foster, K.C., M.G., Minister of Trade and Commerce, on
"Preparation for Citizenship in After War Conditions".

The patriotic session on Friday afternoon and evening was a very
crowded and popular one, and as a result $200 was raised by individual
subscriptions and a donation from the Association to provide a standard
library for convalescent soldiers at the Military Hospital at Ste. Agathe.

The following officers were elected for the ensuing year: President,
C. A. Adams, of Granby, Que.; vice-presidents. The Rev. Dr. E. I.
Rexford, Miss Amy Norris and Miss I. A. Brittain; recording secretary,
W. Allen Walsh, B.A., Outremont Academy; corresponding secretary,
Miss Leona Van Vliet, of Sherbrooke; treasurer, Miss Hannah E. Winn,
of Quebec; curator of library, Isaac Gammell, B.A., of Montreal; repre-
sentative on Protestant Committee, Mrs. E. A. Irwin; pension com-
missioners, Meade Hopkins, B.A., and E. M. Campbell, B.A. ; Executive
Committee— Herbert J. Silver, B.A.; W. A. Kneeland, B.C.L.; T. I.
Pollock, B.A.; Walter Chalk, B.A.; Mr. Charles McBurney, B.A.; Mr.
W. O. Rothney, B.A.; John Parker, B.A.; J. W. McOuat, B.A.; Dean
Sinclair Laird, of Macdonald College; Miss Mary V. Allen; Miss F.
Kruse, Miss A. Griggs, Miss L. E. Lawless, Miss E. Williams, and Irving
O. Vincent.

Nova Scotia.

Inspector Robinson held his annual Teachers' Institute at Berwick,
September 22nd and 23rd ; and at Hantsport, September 27th and 28th.
At both of these Institutes, model lessons were taught by capable
teachers; and much assistance was given the inexperienced teacher.

School Exhibitions are more popular than ever. The "Greater Pro-
duction" movement is certainly bearing results among our school
children's gardens.

The Normal College has opened its session at Truro with about 75%
of the usual attendance.

Our two travelling Rural Science teachers are being well received
in their constituencies. This is an experiment which surely should
bring good results in communities hitherto barred from the assistance
of special teachers for special subjects. These teachers are Miss J. Aileen
Henderson, Oxford, and Miss Ruby L. Wood, Annapolis.

Hints for the Library

The Bird Study Book, by T. Gilbert Pearson, Secretary, National Association of
Audubon Societies. Price ?1.25 net. 258 pages. The Musson Book Co., Toronto.
This is a book that every nature student and teacher will enjoy. It is a handsome
book in binding, type, and arrangement; it contains numerous illustrations. It is not
technical; it tells us in a simple and interesting manner what we want to know about
birds and their habits. Its purpose is to inculcate a love of the subject of bird-study,
to familiarize us with the activities of birds, to stimulate a fuller study of the subject.
The relation of birds to man and the effect of civilization on bird-life are discussed.
It is essentially a book for the beginner; a book in which he can find the answers to the
questions that he wishes to ask; it is full of charming anecdotes of the bird world.
Having said all this, it is scarcely necessary to add that this will make an excellent
addition to the nature study section of the school library. w. j. D.

The Russian Revolution, by Isaac Don Levine. 280 pages. Price Jl.OO. The
Musson Book Co., Ltd., Toronto. In this volume we have a concise account of the
Russian Revolution. The author, who is the foreign news editor of the New York
Tribune, begins this work with a record of the growth of revolutionary activity in Russia.
In passing, it is interesting to note that each great war in which Russia has been engaged
has been followed by a definite step towards political liberty. Coming to the outbreak
of the present war he shows how the "two Russias", of autocracy and of democracy,
united heartily for a time; but it is well for us to know that the impulse which sent the
great spiritual upheaval over the masses of people was due not to patriotism, but to
zeal for democracy. One of the most enlightening chapters deals with the work done
by the Zemstvos and by the co-operative societies of the peasantry and the labour
classes in assisting in the prosecution of the war. These bodies displayed such zeal
and executive ability, and presented such a contrast to the blundering and even treason-
able mismanagement of the government that the Duma, before this conservative in
its sympathies, became a body of radicals, and the army, which had been the tool of
Czarism, became enthusiastic for the overthrow of the old regime. Here, then, in the
activity of Social Russia is the energy which produced the revolution. It is impossible
to follow in detail the different episodes but to us Canadians, anxious for the success
of the Allies, a few outstanding facts should be of interest. We did not all know that
the old government under the influence of the pro-German czarina, the monk Rasputin,
and Protopopov, a deserter from the army of democracy, was working for a separate
peace with Germany. In pursuance of this policy the food supplies of Petrograd were
reduced, and secret-service agents under government orders were actually encouraging
and organizing strikes and even a rebellion, with the intention of using these disorders
as a pretext for deserting the Entente powers. This aim was defeated by the success of
the revolution; but the uncertainty is not yet past, for in the disturbances now taking
place we see a contest between the constitutional democrats and the socialists. The
latter wish the allies to repudiate any plans for annexation or indemnities, and while
they do not desire a separate peace with the Prussian Government, yet "they do not
want the overthrow of Prussianisni for the same reason as the governments of the
Entente wish it. The ultimate aim of the Workmens' Council is social revolution".
The book is interesting and should be read by every teacher, in fact by every intelligent
Canadian, for it will help to answer the question which has been asked so often during
the last few months, " Is the Russian Revolution a blessing or a curse? ", and will make
clear the hidden causes of one of the greatest events of our time. j. D. M.

[236]

THE SCHOOL

237

Can You Answer
These Questions?

Do Birds have
more than one mate?

Are there "Bird
Spinsters"?

What bird is
called the "Out-
cast"?

Why do birds
migrate?

What bird has
more hours oj day-
light than any other
animal on the globe?

What birds win-
ter in your parti-
cular locality?

How many birds
are there in theworld?

Do you know
how the Labrador
Duck, the Great Auk
the Wild Pigeon be-
came extinct?

Do you know how
to make bird boxes?

How may a
Junior Audubon
class be formed?

What are the
best rules for a
Bird Study Class?

THE BIRD STUDY BOOK

By

T. GILBERT PEARSON

Secretary National Association of Audubon Societies.

358 pp. Color Frontispiece. Pen and Ink

Drawings by Will Simmons and

16 Photographs.

Net, $1.25 (Postpaid, $1.35).

TJEGINNERS will find here just the things
-*^ they need to know — all about equip-
ment, field work, winter study, migra-
tion of birds — the fundamental facts of
bird study, and the story of the fight for
bird conservation in this country.

Teachers of Nature Study will find it
especially helpful. Mr. Pearson has added
a special chapter on "Teaching Bird
Study," in which he writes from a wide
personal experience.

The Author as Secretary of the National
Association of Audubon Societies, is one of
the best informed writers on birds in
America. He is just the author to kindle
enthusiasm, as making friends with the
birds has been a life hobby and study.

CHAPTER HEADINGS

First Acc|uaintance
with Birds.

The Life About the

Nest.

Domestic Life of the
Birds.

The Migration of the
Birds.

The Birds in Winter.

The Economic Value
of Birds.

Civilization's Effect on
tile Bird Supply.

The Traffic in Feathers.

Bird-Protective La^vs
and Their Enforce-
ment ... How
I.aws are Made.

Bird Reservations.

Makinil Bird Sanctu-
aries.

Teacliini^ Bird Study.

Al your booksellers or postpaid from the publishers on receipt of price.

THE MUSSON BOOK CO., LIMITED

Publishers - ■ ■ TORONTO

When writing advertisers, please mention THE SCHOOL.

238 THE SCHOOL

Kitchener and Other Poems, by Robert J. C. Stead. With an introduction by Pro-
fessor W. T. Allison, xiv+161 pages. Price $1.00. The Musson Book Co., Ltd.,
Toronto. In his earlier volumes Mr. Stead interpreted for us the life of the western
prairie, but, since they' were written, the Great War has come, and, as a result, these
poems make a more definitely national and international appeal. '"Kitchener", the
poem from which the volume takes its name, has been quoted and appreciated all
around the world. Many of the others, which have to do with the war, ought to appeal
to a very wide circle of readers, for the tragedy of this struggle is almost world-wide.
Mr. Stead has intense human sympathy, especially for those who struggle and suffer,
and a strong, sane patriotism that makes him value equally the heroes of war and the
heroes of peace. He has not yet the poetical skill of a Tennyson or a Browning, but he
has written some thoroughly good poems, many of which are very suitable for reading
in school. The following short poem will serve as a sample of those inspired by the war.

THE EMPIRE BUILDERS.
Not only where the shrapnel rips Not only where the hungry wave

The quaking earth in gory ruts, Reflects the wreck of crashing steel.

The while the crimson life-blood drips And naked seamen, grim and brave.

From mangled flesh and livid cuts, Fight on, from furnace-room to wheel:

And thirsty blades drink to the hilt — Though these the Empire's bulwarks

Not only there are nations built. The Empire is not on the sea. [be.

Where'er Endeavour bares her arm

And grapples with the Things To Be,
At desk or counter, forge or farm.
On veldt or prairie, land or^ea.

And men press onward, undismayed.
The Empire Builder plies his trade.

G. M. J.

Boswell's Life of Samuel Johnson, abridged and edited by Stella Stewart Center, A.M.
344 pages, price 25 cents. The A. S. Barnes Co., New York. This is a school edition of
Boswell's famous life of Johnson. A short life of Boswell, extracts from Carlyle's essay,
The Hero as a Man of Letters, and brief notes make this skilfully abridged biography
very useful and appropriate for the High School, either for class work or for supplemen-
tary reading. We may well hope that many a boy who is repelled by the size of the
unabridged work may be led to read this shorter edition. G. M. j.

Letters From Many Pens, chosen and edited by Margaret Coult. 314 pages; price
25 cents. The Macmillan Co. of Canada, Toronto. This ver>' interesting recent addition
to Macmillan' s Pocket Classics Series contains 144 letters from famous people arranged
in appropriate groups, such as, letters of young people to their elders, letters to strangers,
letters from a full heart, etc. Biographical notes about the authors and notes explaining
names and references add much to the usefulness and interest of a volume which will be
welcomed by both pupils and teachers. It can be used in connection with literature,
composition, or history. G. M. j.

The Snow Image and other Plays, by E. Antoinette Lugus. Published by Walter H.
Baker & Co., Boston. 95 pagts, paper cover; price 25 cents. This little book contains
four plays. The Snow Image, a childish miracle play suitable for the season of snow.
The Spirit of Memorial Day, suitable for memorial day exercises. A Dramatization of
Hiawatha's Childhood, suitable for the autumn season. The Story of the Poplar Tree,
suitable for summer, can be given out of doors. These plays are adapted both for school
and social entertainment. f. e. c.

THE SCHOOL 239

APPARATUS AND EQUIPMENT

FOR

TEACHING OF AGRICULTURE

WE CAN SUPPLY WHAT IS NECESSARY
Write for Prices

McKAY SCHOOL EQUIPMENT Ltd.

615 YONGE ST. - TORONTO, ONT.

Book Reviews

English Composition as a Social Problem, by Sterling Andrews Leonard, A.M.,
Instructor in the Horace Mann School. Price 70 cents. The Houghton Mifflin Co.,
Boston. Both Dr. Suzzallo, the editor of the series of Riverside Educational Monographs
of which this volume is one of the latest numbers, and Mr. Leonard, the author of this
book, believe that composition has been a dead subject for the pupil "because he was
provided with no initial enthusiasm for composing. . . . The pupil has been forced to
observe the rules and niceties of the English language without ever being aware in any
vital way of their uses to him ". The author sets out to show how the social instincts and
motives of the class may be sp aroused and organized as to make the pupils vitally
interested in expressing their ideas, and in assisting and criticizing one another. Mr.
Leonard also discusses the organization of ideas and the evolution of standards ot ex-
pression. This book is very suggestive and stimulating and should be read by both
public and high school teachers ot English Composition. G. M. j.

English Grammar Descriptive and Historical, by T. G. Tucker, Litt.D. and R. S.
Wallace, M.A., Professors in the University of Melbourne, 175 pages; price 3 shillings.
London, Cambridge University Press; Toronto, J. M. Dent & Sons. This volume is
made up of a section on descriptive grammar which will be useful to the teacher who
is lofjking for authority on disputed points, and a section on the historical grammar of
the English language which will be exceedingly useful to those teachers who have not
already taken a university course in Old English. It cannot be too strongly urged that
some knowledge of the forms of Old English is essential for the best presentation of
certain points in English grammar and this book will, therefore, be very useful to a
large number of teachers of grammar. G. M. j.

240 THE SCHOOL

Marguerite et Ses Amis (Is. &d.), French Plays for Children {Is. 3d.), Deutsche Anek-
doten (M.) are published by George G. Harrap & Co., London. The first two contain
vocabularies. These little books will interest teachers of modern languages and should
be valuable for supplementary work. w. j. D.

Short Stories — Old and New, selected and edited by C. Alphonse Smith. 292 pages.
Price 48 cents. Ginn & Co., Boston. This is a good collection of twelve stories,
ancient and modern, that might well be read by the senior classes of Public Schools
or the junior classes of High Schools. The stories of Esther and of Ali Baba are followed
by well-known short stories by Irving, Poe, Dickens, Hawthorne, Dr. John Brown, Bret
Harte, R. L. Stevenson, de Maupassant, Kipling and O. Henry. G. M. j.

The Deserted Village and The Traveller, by Oliver Goldsmith. 52 pages; price 10
cents. The Macmillan Co. of Canada, Toronto. This little volume is an addition to
Macmillan's Eclectic Series. Besides a good clear text, there is a satisfactory intro-
duction and brief notes are placed at the bottom of the page. This is a good text for
junior High School classes. G. M. j.

Practical English for High Schools, by Lewis and Hosic. 415 pages. Price ?1.00.
American Book Co. This book "is the outgrowth of the new movement to distinguish
between English for work and English for leisure. It recognizes that all pupils may be
trained in clear and correct speaking and writing, but that only the few may hope to
attain excellence in the forms of expression that are peculiarly literary". It accordingly
aims, not only to give the High School pupil such a practical course in oral and written
composition as will prepare him for the work of the world, but also to give him school
work that seems both attractive and profitable. Feeling that certain subjects have been
neglected in the older text-books the authors have laid greater stress on social and
business letters, newspapers, and magazines. The instruction given in grammar and
rhetoric is clear and practical, the illustrative extracts, taken altogether from modern
authors, are numerous and good, and the exercises are varied and adequate. English
teachers will find this work very helpful. G. M. j.

An Historical Atlas of Modern Europe from 178Q to 1914, by C. Grant Robertson and
J. G. Bartholomew. Price J1.25. Oxford University Press, Toronto. This is an
excellent atlas. Thirty-six pages of coloured maps, most of them 9J4 in. by \2yi in.,
illustrate nearly every important phase of European history for the last 125 years.
Territorial changes, distribution of races, density of population and location of industries
are shown on well-drawn and well-printed maps, which contain all necessary details,
but are not overcrowded. This book, however, is really much more than an atlas, for
it contains excellent historical notes, which explain, sometimes in considerable detail,
how territory came to be distributed as it was. This is the kind of information for
which students and teachers often have to seek laboriously. The history teachers of
Canada will certainly welcome this volume. G. M. j.

A Text-book of Botany for Colleges, by W. F. Ganong. The Macmillan Company,
Toronto. 401 pages. Price ?2.00. Professor Ganong has already made such a
reputation as an author of books on botany that one could feel certain that this text
was carefully and thoroughly done. And so it is. It is a thoroughly scientific text,
clerrly written, and with no diversions into fields only slightly connected with the
science of botany. Evidently the author thinks that the science of botany, when
properly presented, is interestmg enough in itself and does not require the introduction
of all sorts of far-fetched popular applications in order to make it palatable. This text
deals with the morphology of leaves, stems, roots, flowers, fruits, and seeds. There is
no account of the classification of plants nor any description of types of the various
groups. However, there is another volume to follow that will deal with classifications
and ultimately the two volumes will be sold bound together. G. A. c. ■

Vol. VI.

TORONTO, DECEMBER, 1917

No. 4

Ave atque
Vale.

" Recti culius pectora roborant "

Editorial Notes

"Wanted — A classical master for Goderich
Collegiate Institute". This simple and undis-
tinguished advertisement which appeared in the

Toronto papers one day last summer probably meant little to most who

may have read it, but to
old Goderich students and
to old Ontario teachers it
had a special and a moving
significance. Such an ad-
vertisement had never ap-
peared before, since Gode-
rich had a High School; it
meant the closing of a life
of teaching service unique
in the High School records
of Ontario. Ever since the
year 1871 — the year when
the old Grammar Schools
of Ontario first became
known as High Schools,
and when the uniform En-
trance Examination was
first established — -the old
school in Goderich has
known but one teacher of
classics. It was in Sep-
tember of 1871 that Hugh
Innes Strang came to
Dr. H. I. Str,\.ng, Goderich Goderich as Headmaster,

and only now, more than forty-six years later, does he retire from active

service at the close of the year 1917.

The son of a pioneer Presbyterian minister, he was born in Gait in

1841, and was educated under the famous Dr. Tassie at Gait Grammar

1241]

242 THE SCHOOL

School. At the University of Toronto, where he was graduated in 1862,
he had as classmates such men as President Loudon, Dr. J. A. McLellan,
Rev. Dr. J. Munro Gibson, Dr. R. A. Reeve, J. M. Buchan and Wm.
Tytler. In 1864 he was appointed assistant, and in 1868 Principal of
the Owen Sound Grammar and Commercial School. In all, seven years
were passed in Owen Sound, and it was there that he met the gracious
and gentle partner of his life who, with their seven children, is still
living.

The history of the school and its headmaster since those early days
can scarcely be written without at the same time writing the annals of
secondary education in Ontario, annals quorum pars magna fiiit. He
has had his full share in the professional triumphs of the teacher; his
pupils have won high distinction in academic life and in the professions;
he has been President of the Ontario Educational Association (in 1886);
and he has been chosen by his fellow-teachers to represent them in the
Senate of the Provincial University. But in this long and honourable
career two occasions stand out prominently: occasions which must have
been to Mr. Strang no inadequate conapensation for all the trials and
vexations of a dominie's career. In 1907 the University of Toronto con-
ferred on him the honorary degree of LL.D. in recognition of his great
services through many years to the cause of education in this Province.
This is probably the only time when the University has conferred this
high distinction upon any of the rank and file of the teaching profession;
and if in so doing it was in part seeking to honour the teaching pro-
fession as a whole, it does not lessen the compliment to Dr. Strang that
he should be chosen as the fitting and acceptable representative of his
fellow-teachers. And the summer of that same year saw a reunion at
Goderich of Dr. Strang's old pupils, many of whom travelled long dis-
tances to be present; and many more who could not attend sent messages
of affectionate appreciation and esteem and joined in the presentation
to Dr. Strang of the sum of $1,000. This gift his old pupils soon after-
wards had the satisfaction of seeing devoted to the purpose they had
hoped it would serve — that of enabling Dr. and Mrs. Strang to take a
holiday-trip to the Old World.

Dr. Strang has always been singularly alert and receptive to new
ideas and methods; he has an enthusiasm, a sympathy, a fresh outlook
upon life that many a much younger teacher might well envy; in the
spirit he has never grown old; but the lapse of years has robbed him of
the vigour of body he so long enjoyed and in 1905, having then served
for almost 40 years continuously as a headmaster, he resigned the prin-
cipalship of the school, but has remained on the staff until this present
month as classical master.

EDITORIAL NOTES 243

Dr. Strang's interests have not been confined to the classics. In his
best days he was an unsurpassed teacher of English. For several years
(in conjunction with his assistant, the late A. J. Moore, B.A.) he edited
the literature selections prescribed for examination; and even better
known are his works on English Grammar. Of these his first book was
[^" Exercises in False Syntax", published in 1883 and still used in a revised

lition entitled "Common Errors in Speaking and Writing". This was
followed at intervals by "Practical Exercises in English Composition",
"Grammatical Analysis", and a Public School Grammar which was for
several years authorized, by the Department of Education for Ontario.
Dr. Strang, too, has loved to mingle with his fellow-teachers. For a
generation he has been prominent in the discussions of the Ontario
Educational Association, as well as giving himself unstintedly to further-
ing the success of the Teachers' Institutes in his own County of Huron
md the Literary Society of his Collegiate Institute. He has at all times
ilso played no mean part in the varied activities of the community and
)f the church to which he belongs, and for many years he has been
Recognized in his home town as its foremost and most distinguished
citizen. But his highest distinction is not to be found in the honours
lie has received, or in the success of his pupils; his noblest memorial
the affectionate homage of his old pupils, who, wherever one meets

lem, are found to cherish the memory of a teacher who gave them
mreservedly of his best and inspired them to thei'r best, of a sym-
pathetic friend who made them feel he had no other aim than to further

[leir progress, and of one who at the same time was so unmistakably
more than a teacher — a high-minded Christian gentleman, who some-
how left the impress of his personality upon the character as well as
upon the minds of those who came under his influence.

Amid all the discouragements that teachers so often feel as they
contrast their bright ideals with the gray reality, there is something
heartening and inspiring in the contemplation of a career like Dr.
Strang's. That a man of no extraordinary capacities, with no excep-
tional advantages, should by faithful endeavour and single-minded
devotion of such powers as he possessed attain a position of such influence
in his community and should have so won and kept the affection of his
pupils and the esteem of all men — this surely means that the teacher's
labour is not in vain.

Dr. Strang in his retirement has the cordial good wishes of all who
know him. In the name of the teachers of Ontario, The School ex-
presses the hope that Dr. Strang will have many years of full leisure
and quiet usefulness before him, and that great peace may close a life
so faithful, so honourable, and so helpful.

244 THE SCHOOL

_,. . _, The First Class certificate of Ontario has a

First Class , , ,r , . • r> ■ • j •

-n 1.1- « 1. 1 long and eventtul history. Ryerson instituted it

Public School , ^ ^ t u J •

_ .„ . about seventy years ago. it has assumed various

forms — a simple First Class certificate, a First
Class A, B, or C, or a First Class Public School certificate. It has been
issued by various authorities — District Superintendent, County Board
of Examiners, Normal School, Council of Public Instruction, Depart-
ment of Education. And it has had various values. It has been valid
in a special District or County or throughout the Province, sometimes
in all classes of schools, sometimes only in Public and Separate Scho Is,
and of recent years only in Public, Separate, and Continuation Schools.
But always and everywhere its story has been a worthy one. It has
never lost its early prestige and it still wears the blue ribbon of Ontario's
professional certificates.

The history of the First Class certificate in Ontario gives a new
interest to recent amendments to School Regulations which affect that
certificate. The academic qualifications for the certificate remain un-
changed— an approved University degree or Faculty Entrance standing.
But the classification has been changed. Old forms, First Class Grade
A and First Class Grade B, have been revived. The professional course
for the lower or Grade B certificate has been expanded in length of
session and in content, especially on the Public School side, and has been
so ordered as to separate it from the course for High School Assistants
and to monopolize the full time of the student-in-training. At the same
time attendance in the course has become voluntary for candidates who
hold Second Class certificates and have taught successfully for three
years in Public School. The professional course for the higher or Grade A
certificate will now continue throughout an Autumn term and will be
open only to students with First Class, First Class Grade B, or High
School Assistants' certificates. To those who hold First Class or
First Class Grade B certificates, a successful course for the Grade
A certificate will carry with it an Elementary Physical Culture
certificate. Both grades of First Class certificates are valid anywhere
in Ontario, Grade B in Public, Separate, and Grade C Continuation
Schools, and Grade A in Public, Separate, Grade C and Grade B Con-
tinuation Schools. It is provided further, with reasonable safeguards
for vested rights, that the teachers of Fifth Classes and the Principals
of schools with four teachers or more must hold First Class certificates.
This provision together with the practice of insisting upon the First
Class certificates as essential qualifications for Normal School posts and
Inspectorships guarantees the status of the new certificates.

Three or four features of these changes call for comment. There is
some confusion in names between Grade A and Grade B certificates and

EDITORIAL NOTES 245

Grade A, Grade B, and Grade C Continuation Schools. Time will
remove this confusion. It will not be an easy matter to apply the
Amendments to candidates who have acquired some rights under former
Regulations. But the Amendments show the Department of Education
to be quite conscious of the difficulty and anxious to protect all candidates
from hardships. On the other hand the three-year exemption
clause and the institution of the Grade A certificate are a successful
attempt to reward the efforts of teachers to improve their professional
status. The extension of the session and the restriction of the
students to the one course give opportunity to fill out the First Class
course with as much Public School work as is found in the Second
Class course. Finally, to compensate the student in attendance at
the regular session for the restriction to one certificate, the value
of that certificate has been enhanced. Principalships in schools with
Fifth Classes and in graded schools of four rooms or more have
become the special preserve of the First Class teacher.

J President Wilson has called upon the Public

_, -x T •* School of the United States to take a fresh grip

Community Life. , „ ■ ^- a ^u r. u

« oi Its duties under the war. Democracy has new

aims to be understood and national life new problems to be solved.
The attempt to conserve food and other resources reveals the "close
dependence of individual on individual and nation on nation". The
struggle of the social and industrial world to adjust itself to the with-
draw^al of men for military service and to the appearance of women in
their new fields of activity throws into relief the highly complex and
specialized character of modern life. The American citizen must ap-
preciate these new conditions, and the American Public School must
help him to do so and help him quickly.

To assist the schools in this duty the President has had prepared for
the use of teachers and pupils an excellent series of lesson-leaflets. These
may be obtained at nominal cost from the United States Food Ad-
ministrator at Washington, D.C.

History of the Should our Canadian boys and girls know more

United States in about the history of the United States? Is our
Canadian study of Canadian history sufficiently American

Schools. in the broad sense of that term? Can we continue

to ignore as much as we have in our teaching of history, the development
of the great republic to our South? These questions have been prompted
by the receipt of the following letter from a teacher of history in a large
California High School:

246 THE SCHOOL

" I wish to thank you for the Canadian history which you sent me
this summer. Do you know whether we could get from twelve to twenty-
five copies for our High School library and how rpuch they would cost?
We have practically nothing on Canada in our school library, and I
prefer to get a book that is written and prepared in Canada, so as to be
sure to get the real Canadian point of view. We have decided that our
United States history is too narrow. We want to make it American.
Any assistance you can give me will be most gratefully received."

_ . 1 T -1. The amount of space devoted in this issue to

School Library >• . c u i u / . u i

.. , lists oi books, book reviews, and book notices,

Number. ... , • ^ ,

requires, possibly, some explanation. Books are,

in a sense, the tools of the teaching profession. This does not mean

that lessons are, or should be, conducted by the old text-book method.

But it is from books that the teacher obtains the information which

gives "content" to his work; from books he obtains an insight into the

educational thought of the day; from books he renews his own fund of

knowledge. With an educational magazine, or two, and as many books

as he can reasonably afford, the competent teacher equips himself for

better work. ^^

Then, too, the school library requires continuous replenishing. Some
aver that this department of school work rarely receives its proper share
of the teacher's attention. The library can be made a useful supplement,
a valuable reinforcement, to the teacher's work. Of course, the choice
of book rests largely with the teacher.

For these reasons this issue contains a list of educational books
reviewed during 1917, with a very brief description of each. A good
many reviews appear under "Hints for the Library". In these reviews
the literary editors of The School give a description of the book and an
unbiassed opinion as to its merits. It is hoped that all this material
will be of value to teachers, not only this year but for several years.

This special feature of the December number has made it necessary
to "hold over" several articles that were scheduled for publication this
month. These will appear in the issue for January.

„ , ^. , In all lands are heard persistent clamourings

Educational , , . , . , ^ t ^u r, ■

' . for reforms in education. In most ot the rrovinces

' of Canada the greater reforms will certainly have

to await the end of the war. But an, insidious danger lies just ahead of

us. With the cost of living ever increasing, certain obscurantists are

demanding economies in education. "Education can wait; let us win

the war", is their cry. It is so easy to reduce expenditures for new

buildings, for medical and dental treatment of pupils, even for teaching

EDITORIAL NOTES 247

staff and equipment. But many of these reductions are not true econo-
mies at all; with many of them it will prove to have been a "penny wise
and pound foolish" policy. Rather should we. spend more money, pro-
viding, of course, we get full value for outlay — the only economy in
education that is worth while. The children in our schools are not
responsible for the war; we are fighting to preserve them from such
horrors in the future, and they are still entitled to the best we can give
them. Money wisely spent upon education will bring abundant returns.
Those upon whom we spend it are citizens, even though of tender years.
In a short time they will be directing the affairs of the nation. We must
see to it that when they grow up they will be more thoroughly educated,
more truly enlightened, than we were before them. Only in this way
can democracy be made safe in the world.

mi- -KT Ti . What an upset a change of quarters makes! In

The N.E.A. ,-r , i r i ■

, T,!-....^- private lite the removal trom one house to another

has a Flitting. , , . . r r

has been the theme of an essay from many a pro-
fessional humourist's pen. But what shall we 'say to the following
extract in which Mr. Crabtree, the new secretary of the National Educa-
tional Association of the United States, voices his woe? He says the
N.E.A. wants sympathy and one can quite believe him.

The N.E..'\. headquarters are now in Washington. The headquarters were hard to
move. It required six weeks for the railroad company to move three car-loads of goods
from Ann Arbor to Washington. When the goods arrived the Government was using
nearly every able-bodied man, who works, at Fort Meade. The transfer companies
doubled their prices for unloading cars and even then forced us to pay $25.00 demurrage
before unloading our cars.

The Government had also employed all stenographers and many others in the new
Food and War Departments. The minimum qualification was to be able to read and ■
write. The Government has purchased all typewriting machines. For weeks it was
impossible for the N.E.-'K. to get office help. We now have good help and promise to
catch up with the work sometime.

The printers can't get help, hence the delay in getting out the journal, the N.E.A.
Bulletin, and other printed matter. The Government needs all bulletin envelopes in
Washington and all incoming shipments. Our supply from Baltimore came to-day.
We are now ready for the next cause for delay. One janitor was too religious, and the
next is now off duty on a drunk, preparing for the drouth which begins November 1.

We have been burning paper and old boxes. Last week we got a jag of coal, but it
is about gone now. There is consolation in the fact that Mr. Garfield has only a half
ton ahead. It required three weeks for the gas company to turn on the gas.

The purpose of this article is to arouse sympathy and to prepare for the following:
Kindly forgive us for all these delays and for other shortcomings.

An Introduction to Loci

W. J. LOUGHEED, M.A.,
University of Toronto Schools.

I. Mark any point A on the blackboard.
Ask the class how we could get a point 1^
inches from A . With o le p<jint of the compass
at A and a distance between the points of
the compass of 1^ inches, mark a point.
Call it B. How could we obtain another
point at the same distance from A? In a
similar way. Call this point C. How could
we get another point to fulfil the same con-
dition? In a similar way. Call it D. Then
ask them how we might get a figure on which
these points, at the distance of I5 inches from
A, would lie. The answer would be, "With centre A, and a radius of
1| inches, describe a circle." What can we say of the location of all
points 1| inches from A? They all lie on this circumference. If we
take any points E and F on this circumference, what can we say of
them? They are U inches from A. If we take any point G, If inches
from A, what can we say about it? The point G does not lie on the
circle. If we take any point H, not on the circle what can we say of it?
The point H is not 1| inches from A. What then can we say of this
geometrical figure that we have constructed? All points I5 inches from
A are located on it, and every point on it is 1^ inches from A.

II. AB and CD are 2

-K

4-

0

M

■J

-B

parallel lines. How could we
get a point whose distance
from AB and CD is the same?
Take any point E on AB and
draw£Fi.^5. Bisect £/^ at
G. G is equidistant from AB
and CD: How could we get
another point equidistant from
the two lines? In a similar
way, by drawing GH±AB and bisecting it at K. In a similar way
we could get the point M. How could we get the geometrical figure
which would be the location of these points, equidistant from AB

[248)

/y

H

rCf-^L-

AN INTRODUCTION TO LOCI

249

and CD? By drawing, through G, RGS parallel to AB or CD. What
can we say of the location of all points equidistant from AB and CD?
They all lie on RGS. If we take a point P on it, what can we say
of it? It is equidistant from AB and CD. If we take a point
0, so that OE is not equal to OF, what can we say about the point O?
It does not lie on the line RGS. If we take a point / which is not on
the line RGS, what can we say of it? The point J is not equidistant
from AB and CD and so does not fulfil the condition required. What
then can we say of the geometrical figure RGS? All points equidistant
from AB and CD are located on it, and every point on it is equidistant
from AB and CD.

III. A and B are any two points. How could
we 'get a point equally distant from ^4 and B?
Bisect AB at C. C is equidistant from A and B.
How could we get another point fulfilling the
same condition? With centred and a radius
greater than AC describe an arc of a circle.
With centre B and the same radius, describe an
arc to cut the former arc at D. D is equidistant
from A and B. Why? If we join DA and DB,
ADAB is isosceles. How could we get another
point to fulfil the same condition? With a
similar construction, using a different radius,
we could obtain the point E. Similarly we
could get another point F. How could we get
the geometrical figure which would contain all
these points, equidistant from A and B? Join
ED and produce it. What can we say of the
line EDC? It is an axis of symmetry of the
figure and therefore bisects AB at right angles.
It is the right bisector of AB. What can we
say of the location of all points equidistant from
A and B? They all lie on the line EDC, the right bisector of AB. If we
take any point G, on EDC, the right bisector of AB, what can we prove
about it? By joining /IG and BG we can prove AG = BG, for the A's ACG
and BCG have two sides and the contained angle of the one equal respec-
tively to two sides and the contained angle of the other. If we take any
point H not on EDC, what can we prove about it? By joining HA, HC
and HB, we can prove HA is not equal to HB, for the A's H AC and HBC
have two sides of one respectively equal to two sides of the other but the
contained angle of the one is greater than the contained angle of the
other. Then any point, not on EDC, does not fulfil the condition of
the problem. What can we say of the geometrical figure EDC? A\\

'i-

250

THE SCHOOL

points equidistant trom A and B are located on it and all points on it
are equidistant from A and B.

What were the characteristics of the geometrical figures which we
constructed in figures 1, 2 and 3? Each was such that every point
which satisfied the condition stated in the problem was located on it,
that every point on it satisfied the condition, and that points not on it
did not satisfy the condition.

Tell the class that the geometiical figure which is the location of
all points fulfilling a given condition is called a locus.

What was the locus in figure 1? The circumference of a circle with
centre A and radius H inches. In figure 2? A straight line parallel
to the given lines and midway between them. In figure 3? The right
bisector of the line joining the two points.

-Artso^

-«

f"

d-f

IV. Now give the class the
following problem: What is the
locus of a point one inch distant
from a given straight line?

/f ' ( ^ AB IS the given straight line

and by marking a number of points
one inch from AB, the pupils
would obtain the two branches
of the locus, CD and EF.

These or similar exercises
would now be given : — (o) What is the locus of the tip of the hand of
a clock? (b) What is the locus of a man's hand as he works the handle
of a common pump? (c) What is the locus of a door-handle as the door
opens? (d) A man walks along a straight road, so that he is always
equidistant from the two sides of the road. What is his locus? (e) What
is the locus of a clock-weight as the clock runs down? (/) What is the

locus of the centre of a circle of
given radius which rolls on the
outside of a given circle? On the
inside of the given circle?

V. This more difficult exercise
would now be given : — What is the
locus of a point equidistant from two
given intersecting straight lines?
If any members of the class
have difficulty in finding the locus,
proceed as follows: — Tell them to
take a point F and suppose it is equi-
distant from EB and EC. What is
the distance of F from £B? The

BOOK REVIEWS 251

±FG. What is the distance of F from EC? The ± Fli. What do
we know of the lengths of FG and FHl They are supposed equal.
What can we say about the angles FOE and FHE? They are right
angles and are therefore equal. If we join FE, what can we say of the
A's FOE and FHE7 They are congruent, being right-angled triangles
with their hypotenuses equal and a side in one equal to a side in the
other. Where does F lie then? On the bisector of the angle BEC.
Similarly by taking another point K and assuming it equidistant from
EB and EC we could prove that K must lie on the bisector of the /.BEC.
What then is the locus required? The bisector of the angle BEC would
give one branch of the locus and the bisector of the Z DEB would give
the other branch. Have the students complete the proof by taking
another point iVon the locus and proving A/^ equidistant from £Z? and EA.
With this exercise, as with the others, make clear the characteristics
of a locus and after a review of the definition of a locus, "The locus is
the geometrical figure such that every point which satisfies the con-
ditions lies on it and also that every point on it satisfies the conditions",
ask the class to write the answers to the following fundamental theorems
in loci: — (a) What is the locus of all points at a given distance from a
fixed point? ib) What is the locus of all points equidistant from two
given parallel lines? (c) What is the locus of all points equidistant from
two given points? {d) What is the locus' of all points equally distant
from a given line? (e) What is the locus of all points equally distant
from two given intersecting straight lines?

Book Reviews

The Microscope. By Simon Henry Gage. (Published by the Comstock Publishing
Company. Ithaca.' J3.00.) This is a plain andcomplete account of that all-important
instrument in school work. For High School work only the simpler uses of the micro-
scope are necessary. Nevertheless it is of great importance that every science teacher
should know the capabilities of the microscope. The book under review will furnish him
with just the information he will require. Not only does the volume discuss the structure
and uses of the microscope, but also many other topics such as, drawing with the micro-
scope, photography with the microscope, preparation of material for use with the
microscope, including fixing, imbedding, sectioning, and staining. The book can be
strongly recommended to all teachers of science in Canada. G. A. c.

Human Physiology. By Percy Galdthwait Stiles. (Published by W. B. Saunders,
Company. Philadelphia. $1..50). This text -book of 400 pages gives the essential facts
of human physiology in a straight-forward manner. There are no diversions, but the
author always adheres to those facts which are most important. As the author is a
professor in Harvard College, his facts can be accepted as exact. In a province like
Ontario where the teacher throughout his whole course of study in the schools never
receives a thorough course in the subject of physiology, such a book should prove very
useful. G. A. c.

Out=door Sketching

H. E. BICKNELL, A.O.C.A.
Parkdale Collegiate Institute. Toronto

THERE is, perhaps, no branch of our Art work more interesting
and instructive than out-door sketching. It opens to both
the teacher and the pupil a field of ever-changing interest and
untold possibility. As an introduction to landscape painting — the only
wholly creative art — preliminary out-door sketching is absolutely
necessary.

Very few materials are required for a beginning. In fact the pupil
is advised to limit the number to as few as possible. At first a 3B pencil
and a small loose leaf pencil sketch book are sufficient for almost any
exercise. Some of Nature's effects are very transient and have to be
noted immediately. There may be no time to unpack an elaborate

kit before starting to work; and yet there are some who would not
think of noting an effect unless provided with the regulation camp
stool, easel, and sunshade. When the student becomes proficient in
handling the pencil, crayon or pastel and, later, water-colours might
be substituted.

The student should be able to adapt himself to a new condition at a
moment's notice. Every interesting effect should be noted. If the
sketch book is not handy a piece of wrapping paper or the back of an
envelope will serve the purpose. It 's said that Reynolds carried home
on his thumb nail the sketch for his first oil paint ng.

Out-door sketches may, for the sake of convenience, be divided into
two classes, sketches of details and sketches of compositions. Detail
sketches are made for the purpose of gaining facility in the use of the

1 252 /

OUT-DOOR SKETCHING

253

medium at hand and for the purpose of providing a store of valuable
material and information for future use. Out-door compositions are
purely creative. They provide suggestions and subjects for pictures
which may be "worked up" later in the studio or school room.

The best time for the student to begin the study of out-door effects
is on a bright sunny day when there are well-defined shadows. Later
the more sombre effects of a grey day or twilight may be attempted.

The student who works out of doors should never be at a loss for a
subject. He will find beauty and interest at every hand. A slight
change in position or a change in the character or position of the light
will suggest new possibilities and never-ending subjects. Following
is a list of subjects which may suggest some of the things to look for.

The list is by no means exhaustive and is intended merely to open up
the possibilities of out-door work. Only one subject should be selected
for each sketch.

1. Trees. — Trees with and without foliage, groups of trees, branches,
tree trunks, tree stumps, logs.

In sketching trees the student should aim to note the characteristic
shape, the masses of light and shade, the tone relations and the general
effect rather than details..

2. Architectural Details. — Houses, factory buildings, small build-
ings, parts of buildings, shops, woodsheds, drive sheds, hen coops,
dog kennels, pigeon and bird houses, log huts, tents, towers, chimneys,
spires, belfreys, gables, roofs, dormer windows, windows, porches,

254

THE SCHOOL

verandas, archways, barn doors, store fronts, ruins, panoramic, views,
street scenes.

Very little difficulty should be experienced in making sketches of
this nature if the horizon line and vanishing points are first determined
and marked on the paper. In fact very little can be done unless this
is attended to at the very beginning.

3. Barnyard Details. — Wagons, carts, wheel-barrows, farm imple-
ments, sap kettles, wood piles, fences, gates, watering troughs, pumps,
wind mills.

Drawings of this nature should be very carefully constructed. It
may often be necessary to make several sketches from different view-
points to show the construction of an article. Details like these are often
very useful in making landscape compositions.

4. Street Details. Letter
boxes, lamp posts, stone walls,
water fountains, monuments,
hydrants, street cars, automo-
biles.

These often present interest-
ing perspective problems.

5. Waterscape Details. —
Rocks, bridges, docks, boats,
row-boats, canoes, sail boats,
tugs, light-houses, reflections.

6. R.'MLro.'^d Scenes. —
Trains, stations, trucks, signals,
switches.

7. Skies. — Sunsets, cloud
effects, moonlights.

Sketches of this nature are
better worked up in colour.
Enough of the ground or of the
objects below the sky line should
be put in to show the relation in value between the sky and ground
and to give added interest and emphasis to the sketch. Moonlight
studies should be carefully observed and if possible outlined in pencil.
They may then be worked up in colour the next morning. Colour
work should never be attempted in artificial light.

After the preliminary training in drawing details from Nature the
student should be ready to try his hand at out-door composition. A
knowledge of the principles of composition will be essential for work of
this kind. Landscape composition is the arrangement of the material
presented by Nature. The aim is to make an interesting pattern of

OUT-DOOR SKETCHING • 255

contrasted lights and darks. Topographical accuracy is seldom
possible.

A "finder" will now be necessary in selecting a subject. The use of
this instrument seems to be very little understood and perhaps it might
not be out of place to explain its construction and use. A piece of dark
opaque paper with a central rectangular opening about | inch wide by
I inches long is all that is necessary. It is held close to the eye and is
used for selecting a subject. Finders should never be used for paring down
a composition. The student who has to resort to such a practice will
never learn to produce a successful composition. If a finder is not handy
a small circular opening made by the'thumb and first finger of the hand
will serve to cut off the light and limit the view and thus aid in the
selection of a subject. A prominent Toronto artist wears an old hat

with a small hole in the crown when he goes out sketching. When it is
pulled over the face it not only serves as a finder but also serves to shut
off all distracting light.

The best time for the student to commence colour composition is
in the winter. There is very little detail then to bother him, and he has
one of the best opportunities to see pure colour. It will not be long
until he will be able to represent the soft creamy colour of the snow in
sunshine, and the crisp pinky-blue shadows.

If a suitable view cannot be obtained from a window, the student is
strongly urged to wrap up warmly and work outside. Of course it will
not be very comfortable. The water-colours will freeze, the fingers will
get cold and one will feel like giving the whole thing up. Perhaps there
may be a few who will persevere.

256 THE SCHOOL

The student who works out of doors in the winter should make short
rapid sketches, and never remain in one place for very long at a time.
A woollen sock with a small hole n it is one of the best things to protect
the hand. The brush and pencil may be handled through the hole with
a minimum of inconvenience.

It would be impossible to attempt a list of subjects for out-door
compositions. Subjects will suggest themselves to the student. He
should never have to 'ook far for something to do. If he is interested in
pure landscape he may study the endless variety of effects of masses of
foliage, water, sand, hills and valleys and the ever-changing sky in
summer, winter, spring and autumn, by sunlight, moonlight and twilight.
If he 's interested in animals the zoo or the farmyard will present life-
time studies. If people are the source of interest, then children at play
or men and women at work will be the subjects to represent. Building,
excavating, pile driving, lumbering, harvesting, dredging, mining, and
other operations will suggest interesting subjects.

Book Reviews

Experimental Building Science. By J. L. Mason. (Cambridge University Press. J.
M. Dent & Sons, Toronto. 6 shillings). This is a technical book that deals with all the
scientific principles underlying the building trade. By a study of it an intelligent artisan
would be able to do his work in a more successful and pleasurable manner. It deals with
all matters in a very simple manner, only an elementary knowledge of mathematics being
necessary in order to follow it readily. As modern science teaching deals so largely with
the practical applications of science, there is much in this volume for the science teacher.

G. A. c.

The World we Live in. Edited by Graeme Williams. 3 volumes. (Published by the
Waverley Book Company, London). Up to the present time three volumes of this
important work in geography have appeared. It is an endeavour to prepare an account
of the geography of the world in popular form, and it is very successful. It is not in-
tended to be a text-book for schools, indeed it is written in a much more attractive way
than the usual text. But it is an excellent booTc to have in the school library, for boys
and girls will delight to look at the beautiful pictures and to read the interesting chapters.
The illustrations are a special feature, and they are truly magnificent. Many of them
are full-page and in colour. The work has been written by a number of authors, most of
them noted men in their departments. Accordingly, it can be accepted with a good det 1
of confidence. The first volume deals with those general principles of geography that it
is necessary to understand in order to interpret in an intelligent way the geography of
the different regions of the world. This includes the principal facts of physical and of
economic geography. A good deal of space is devoted to the distribution of animals.
Volume 2 deals with the islands of the Pacific Ocean, New Zealand, Australia, and
Africa. Volume 3 deals with Antarctica and North and South America. A large amount
of space is devoted to Canada, and some excellent illustrations of Canadian scenes are
given. These volumes should be an important and attractive acquisition to the Public
or High School library. G. A. c.

Primary Department

_^^L^^ '

1

^L1

S.S. No. 20, Enniskillen.

Send in a "snapshot" of your school for reproduction on this page.

Answers to Correspondents

(As many questions as possible will be answered briefly in each issue. Should im-
mediate reply be desired, stamped, addressed envelope must be sent. It is hoped that
teachers who can furnish different answers or better answers than are here given will
send them in.]

1. What phases of the war should be taught to children in primary
grades? Circular No. 27, "The War and the Schools", issued by the
Ontario Department of Education, contains on page 5 this instruction:
"In Forms I and II (Public and Separate Schools), the teacher should
content himself with stories and the reproduction of stories of persons,
places, and peoples made prominent by the war". It would, perhaps,
not be difficult to teach primary children something of the British flag,
its symbolism, its construction. Stories of the heroic deeds of Canadian
soldiers, sailors, and airmen may be told in such a way as to be under-
stood and appreciated by little childien. These _stories should be made
realistic by means of pictures of aeroplanes, submarines, tanks, ships,
and armies. On page 151 of the Special War Edition of The School
further suggestions will be found. For stories of the war, read The Post
oj Honour (2.5 cents), J. M. Dent & Sons, Toronto.

2. How should history be taught to primary classes? By means of
stories. The teacher tells the story; the pupils reproduce it. For suit-

[257 1

258

THE SCHOOL

^Z^^-i^f^ji .J-^iH^^'h~<^

able material see the first two pages of the Ontario Teachers' Manual
on History. It should not be difficult to develop the ability to tell a
story so that it is real and vivid to the children. Read again the articles
by Miss Workman and Miss Watters on "Story Telling" in recent
issues of The School, also the editorial note on "The Teaching of His-
tory" in the September number. Try dramatization of some of the
stories used. It will not be necessary to use stage scenery; the children's

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ANSWERS TO CORRESPONDENTS

259

vivid imaginations supply almost all that is required. Pictures are
an essential to good history teaching in any Public School grade. A. & C.
Black publish at a reasonable price good sets of pictures for use in British
history. These may be obtained from the Macmillan Co., 70 Bond St.,
Toronto.

3. // is difficult to construct a workable time-table for an ungraded school.
It is; but the time-table is one of the best indications of success, or the
reverse, in ungraded school work. No one can make a workable time-
table for another. A rural school time-table is an individual thing; just

TIME.TABLE-UNGRADED SCHOOL.

Form 1 {Junior)

FoKM 1 (Sinior)

1

FORW II

FOBU III

Form IV

9 00-9.05

opening Exercises.

9.05-9.15

Music

sr Singing for ail Classes in the School.

9.15-9.20

Arithmetic.

Problems.

Literature and Reading. Problems or Seat Work.

Problems or Scat Work.

9.20-9.35

Number Work.

Problems.

Literature and Reading. Problems or Seat Work.

Problems or Seat Work.

9.35-9.45

.Number Work.

Arithmetic.

Prepare Spelling. Problems or Seat Work.

Problems or Seat Work.

9.45-9.50

Writing.

Prepare Spelling.

Prepare Spelling. Arithmetic.

Problems or Seat Work.

9.50-10.00

Writing.

Clay Modelling.

Prepare Spelling.
Spellin, Teil.
Clay Modelling.

Prepare Spelling. Prepare Spelling.
Spelling Test. Prepare Spelling.
Clay Nlodelling. Spelling Test.

.-1 rithmetic.

1000-10.10

Prepare Spelling;

10.10-10.20

Clay Modelling.

Prepare Spelling.
Spelling Test.

10.20-10.30

Clay Modelling.

Clay Modelling.

Clay Modelling. Correction of Erro'rs. ■

10.30-10.40

Recess.

Recess.

Recess. Recess.

Reces*.

10.40-10.45

Music or

Singing for all Classes in the School.

10.45-10.55

Readinr.
Busy Work.

Reading.

Problems. i Composition.

Grammar.

10.55-11.03

Reading.

Problems.

Composition.

Grammar.

11.05-11.15

Composition.

Composition.

Arithmetic.

Composition.

Grammar.

11.15-11.30

Composition.

Composition.

Composition.

Composition.

Grammar.

11.30-11 45

Recess.

Composition.

Composition.

Composition.

Grammar.

ri.45-12.00

Geog. Comp. or Lit.

Ceag. Comp. or Lit.

Geog. Hist., or Comp.

Prepare Literature.

Prepare Literature.

12.00-1.00

Noon.

Noon.

Noon.

Noon.

Noon.

1.00-1X15

ArUhmetic.

Scat Work.

Literature and Reading.

Literature.

Literature.

1.05-1.15

Number Work.

Seat Work.

Literature and Reading.

Literature and Reading.

Literature.

1.15-1.30

Number Work.

Problems.

Literature and Reading.

Map Drawing.

Literature and Reading.

1.30-1.40

Busy Work.

Problems.

Literature and Reading.

Map Drawing.

Comp. (2). History (3).

1.40-1.50

Busy Work.

Problems.

Literature and Reading.

Seat Work.

Comp. (2), History (3).

1.50-1.55

Busy Work.

A rithmetic.

Busy Work.

Seat Work.

Comp. (2), History (3).

1.55-2.05

E

xamination of work

or Physical Culture, or "Current Events" for all c

asses.

2.05-2.30

Writing (2) a

r Art (2) or Constructive Work (l) for all classes.

2.30-2.40

Recess.

Recess.

Recess. | Recess.

Recess.

2.40-2.50

Busy Work.

Prepare Reading.

Seat Work.

Geography.

Prepare Geography.

2J0-3.10

Busy Work.

Prepare Reading.

Seat Work.

Seat Work.

Geography.
Seat Work.

3.10-3,15

Reading.

Prepare Reading.

Prepare Spelling.

Seat Work

3.15-3.20

Spelling.

Reading.

Prepare Spelling.

Prepare History.

Map Drawing.

3.20-3 J5

SptUing.
Busy Work.

Spelling.
Busy Work.

SpeUing.
Busy Work.

Prepare History.

Map Drawing.

3J5-3.45

History.

Seat Work.

3.45-4.00

Hygie

ne (2) or Nature St

jdy (2) or Supplementary Reading (1) throughout t

le School.

I

Numerals, e.g. (2), indicate number of lessons per week. Italics indicate Recitation periods.

Manners and Morals, twice each week, in place of two of the lessons at end of third or fourth sessions.

This time-table is suggestive only.

as surely as one must eat one's own dinner, so surely must one m^e
one's own time-table. It is not impossible in any case whatever. It
will require thought, effort, originality, but every teacher is expected
to be able to use thiese.

The Ontario Teachers' Manual on School Management has a chapter
on this subject which every teacher should read. On page 15 of the same
Manual there is the story of the teacher who dodged the issue by pur-
chasing a ready-made time-t;able for her school. In this printed time-
table there was provision for a Foim V class but she had no such class.

260 THE SCHOOL

On his visit to her school, the Inspector asked her what she did when
the time arrived for teaching the Fifth Class. Her reply was, "I wait
until the time comes for the next class and then I proceed as indicated
on the time-table". Here was surely the limit in lack of initiative and
slavish adherence to the ideas of others!

Multiplicity of classes makes good work very difficult of accomplish-
ment but means may be found to minimize this difficulty.

Three time-tables which have been used by successful teachers are
published herewith in the hope that they may be found suggestive.
But all of these time-tables are open to some adverse criticism; they
have various faults. No doubt, no one but the author of each can use
it. No teacher can do successful work for any length of time by
following another's time-table. Construct your own.

4. Is there any Mediaeval History thai is better for ordinary reference
work than Robinson's History of Western Europe? What would be a good
one to supplement it? If you have not yet bought Robinson's History
of Western Europe, you had better secure the new and revised edition,
entitled Mediaeval and Modern Times. It is an excellent book. For
supplementary reading you might get Emerton's Inlroduciion to the
Middle Ages and his Mediaeval Europe published by Ginn & Co. The
one brings the story of the Middle Ages down to 800, and the other
takes it on from that point. The old prices of these books were $1.25
and $1.50. For a review of Mediaeval and Modern Times see The School
of May, 1917, page 544.

Primary Reading

FLORENCE M. CHRISTIANSON

Niagara Fa Is South

THE first day I am usually able to establish the sounds of the letters
a, c, t. Then for two or three days we make sure that we know
them and practise writing them in the air, on the blackboard, and
at the desks. These letter sounds are reviewed every time we have a read-
ing lesson and others such as m, s, p, h, f, n, r are added from time to
time as fast as the children are able to learn them. It would take about
five or six weeks to establish these along with the sight words taught.

At the end of the first week I introduce phonograms or "keys" as
the little ones are pleased to call them. These are at, am, ap, it, un, um,
est, ill, ick and scores of others that will readily suggest themselves to
the independent teacher. Just one or two at a time.

PRIMARY READING 261

I then place a phonogram on the blackboard. Let it be at and at a
little distance in front of it I place in rapid succession the sounds c,
m, t, p, r, etc., and after a little practice they get the power to coalesce
the sounds and say the word almost before they know it. It really does
one good to see the interest on some of the faces as they get this power
to help themselves.

While establishing these fundamentals I have also taught all the
words contained in the first seven or eight pages of our Primer as whole
words by the "I^ook and Say" method. Having arrived at that stage
we go back and resolve into their sound-elements all the simpler words
already known as wholes.

As a preliminary review, we always begin our reading lesson by re-
calling what we already know. When pupils are in their places before
the blackboard, I ask, "Who will be the first to give us the new sound
we learned yesterday?" Then we get that and the others that we
already know are supplied one by one and I write them on the board
or have the pupil that supplies the sound do so. Thus we get a row of
letter sounds along the lower edge of the board. Next I call for the
phonograms. These are readily supplied in the same way, and are
placed at the top of the blackboard. (We have two benches made for
us by some of the Second Book boys and by stepping up on these benches
the little ones are able to reach well to the top of the board.)

Each key is underlined and vertical lines are drawn so that each key
is at the top of a column. Then we begin to make words with each key
by coalescing the sounds at the bottom of the board with each key in
turn. I let each child that finds the word write it in its place. As we
wear out a key, i.e., we come to know absolutely all the words that it
will make, we lay it away and use it less often.

While I am standing before the class and after these reviews, I write
on the blackboard a short story containing the new words I have just
taught and using old words which are not well established. I make the
story as nearly as possible a perfect model because the children will be
asked to translate it as soon as they return to their seats. As soon as
I have finished writing, I call for some one to read it. Others follow
until I am satisfied with the reading.

Another time the seat-work will be making words. I place on the
blackboard, say, three keys, never more than five, and with these as
bases they form words by putting the known letter sounds before them.

The variety and large number of words they produce is simply
marvellous. Incidentally, this method makes good spellers. One day I
had a pupil at the board writing the words she knew, when the Inspector
happened in. He watched her for a while and then turning to me he
asked ," Where does she get the words?" When told, he marvelled at

262 THE SCHOOL

it. To test whether she really knew them or whether it was only memory
work, each word was pointed to in any order and she knew every one.
She had thirty words in her list.

While we are writing and learning the words made with the phono-
grams we also learn their meaning as, for example, when we get the
word pit we learn that the pit is the stone inside a cherry, etc.

I do not put the Primer into the child's hands till he has come
well along in it. I teach the Primer systematically but the pupils have
no text, so that when I do put the book into their hands they can read
at once and make fair progress with new work. We have little trouble
changing from script to print. Now and then one comes across a pupil
who finds it difficult but it is usually a case where the phonics have
been omitted.

After the child gets his book I write each lesson from the book on
the blackboard. If the lesson is long I use only a portion of it at a time.
For extra drill, I make up stories using the same words as those the
original story contained and bring old words to help out and for addi-
tional drill. This gives a large amount of excellent practice in writing,
reading and word-recognition.

Fh

ONOGRAM

TABLE AT 4

WEEKS.

at

ap

am

an

it

un

cat

cap

tam

can

mit

tun

mat

map

ram

man

tit

fun

tat

tap

Sam

tan

pit

run

pat

pap

ham

pan

fit

sun

fat

rap

fan

sit

rat

sap

Fan

hit

sat

ran

hat

a, c, 1

m, t, p, f, r, s

, h.

After 6 weeks.

ill

ell

ick

ike

ink

est

ing

ark

mill

mell

tick

Mike

mink

test

ring

mark

till.

tell

pick

tike

pink

pest

sing

park

pill

pell

rick

pike

rink

fest

ling

sark

fill

fell

sick

like

sink

rest

bing

hark

rill

sell

lick

dike

link

hest

lark

sill

,

hell

dick

bike

think

lest

dark

hill

dell

chick

nest

bark

dill

Nell

best

bill

bell

chest

chill

a, c, m, t, p, f, r, s, h, 1, n, d, b, ch.

These tables are not kept on the board, nor preserved in any way
but are built up by the children from time to time. P2ach lesson finds
some new words added.

LITERATURE IN THE KINDERGARTEN 263

Literature In the Kindergarten and Primary Schools

ETHEL M. HALL
Ryerson Critic Staff, Faculty of Education, University of Toronto

PLATO in his 'ideal republic' makes education begin with music,
which in his definition includes literature, and makes gymnastics
come later. Music for the soul — ^the soul first.

"You know", he says, "that we begin by telling children stories,
which though not wholly destitute of truth are in the main fictitious,
and these stories are told them when they are not of an age to learn
gymnastics".

Greek children, therefore, had a foundation of literary training
before being sent to school. "Because", said Socrates, "rhythm, and
harmony sink most deeply into the recesses of the soul and take most
powerful hold of it, bringing gracefulness in their train".

The little pickaninny who is lulled into dreamland with "Sleep, O
sleep, my little Pickaninny", the Indian baby who is rocked to sleep
by the wind as the mother weaves baskets beneath the tree and sings,
the white baby who lies in his dainty crib and falls to sleep to the music
of "Sweet and Low", and is dressed in the morning to the rhyme,
"This little pig went to market," or takes his morning nap to "Bye baby
Bunting", is having the first foundation of literary appreciation through
rhytjim and rhyme.

As the child grows larger he is given weightier ballads, stories in
prose and singing games and pantomime plays.

He has already begun to enter upon his literary Inheritance, the rich
legacy of centuries, for he has a good stock of classic rhymes and songs
and stories and plays which are leading factors in the formation of good
habits of speech. If this good work has been done at home, it should
be continued by the teacher.

The first point then is to feed the child upon the very best literary
food — that is, the very best measured by literary standards. Much of
the verse which has been given to little children is void of anything
nutritious by means of its lack of poetic quality.

A case in point — just to-day a little girl called at my home and said,
"Coujd you give me the words to the 'Sandman'? You taught it to
us when I was in your room". "Why, Annie", I said, "that is some
time ago. In which grade are you this term"? "The Sr. Ill", she said,
"but I can remember the lesson quite well and I thought I should like
to have the words".

"Children who have been accustomed to stories of the Iliad will
read and re-read this treasure in later life with an advantage which

264 THE SCHOOL

could not have been theirs had not the heroes of the old story been the
companions of their childhood thought". Children reared upon such
literature will not sink to the dime novel or the pernicious pages of the
Sunday supplement.

Begin with Mother Goose melodies, nursery rhymes, and singing
games which are classics in the child world. Then rise to selections
from Blake and Wordsworth, Stephenson and Field, Tennyson and
Browning, Sherman, Rossetti, Shakespeare and the Bible.

The first duty of the teacher of literature to little children is to
teach himself to love and appreciate the beauty of a selection by much
reading of literature. He must know and love the wonderful old folk
and fairy tales, not as mere nursery tales, but as great and simple art.
He must read the hero tales and romances till he knows them as a treasure
house out of which he may draw at his need. Many, many children's
stories and poems he must read to be able to judge them.

The aim of the teaching of a poem is not to correlate it with some
other subject of the curriculum — geography, history or nature study-
but to make the child love it for its own sake, for the music of its rhyme.

The child's interpretation differs from that of the adult but even
thus early children enter into the spirit of the poem, rejoice in the
beauty of the language, and are happy in the rhythmic recitation. The
beautiful words are treasured in their memories to return again and
again to gladden their hearts just as the bright vision was rejjeated in
the experience of the poet.

The child's appreciation of the beauty of the thought, of the melody
of the language, should never be sacrificed to the mere intellectual
understanding of the poem. The first appeal of the true poem is never
to the mind, but to the soul and it is thus that every true poem should
be taught.

Haliburton and Smith give the following as a general method of
teaching any poem. 1. Preparatory discussion. 2. Presentation of the
poem as a whole. 3. Analysis. 4. Oral reading. 5. Dramatization.
6. Use as a song. 7. Memorization.

1. A discussion in which the teacher supplies all the necessary infor-
mation, using at the same time the new words of the poem so that the
pupils become familiar with them in advance.

2. The whole poem should be first presented by the teacher, who by
a clear earnest rendering endeavours not only to make clear the meaning
of the poem, but also gives her pupils a standard of correct oral reading.

3. Questions are asked which may be answered without previous
study. New words which cannot be explained by pupils will be used
by the teacher in some previous work — language or blackboard reading
lessons.

LITERATURE IN THE KINDERGARTEN 265

4. If the poem be simple enough the pupils are now ready to try oral
reading. Through the study of the poem and the teacher's rendering
they understand the thought and are ready to give it to others. The
listeners may be asked to close their eyes and mentally see the picture
in the part read. Thus the reader strives to make the image clear.

("If a teacher can establish in her pupils the habit of looking upon
a poem as a collection of thoughts and pictures, rather than lines, she
will have done much to make her pupils pleasing interpreters of verse".)

The lesson closes with the teacher's rendition of the poem as a whole
in order to leave with the pupils the author's thought expressed more
maturely.

5. Memorization should prove an easy task after the selection has
been thoroughly studied. The poem may be written on the blackboard
and read orally by the class, then all but the most important words
erased. These words are used as suggestions and the pupils recite the
poem. These words are erased and the pupils recite from memory.
Various methods may be used to create interest.

6. Every poem is not suitable for dramatization or song. Little Boy
Blue and Sing a Song of Sixpence may be dramatized; Sweet and Low,
Sleep Baby, Sleep, and Daisies may be sung.

We have used poetry as a basis for study in the kindergarten and
primary schools because there are certain results which can be obtained
with little children only through poetry. In the story we are intent
upon the subject matter and the imaginative creation. Most of the
stories adapted to children are given in many versions with changing
vocabulary each time. In verse the child gets an experience of the
musical side of literature. Little children need the marked metre of
the poem to suggest the rhythm. It is sometimes wise to allow little
tots to march to the recitation of the memorized poem or use the rhyth-
mic clappmg of the hands to impress the metre of the verse. Sometimes
the soft-voiced concert recitation soothes the nerves of an otherwise
weary class.

The teaching of verse gives time to linger over and enjoy many fine
and delicate aspects of the art that we are apt to overlook in the story.
Sometimes the nature of the verse — the condensation, the careful
arrangement of the chosen words — calls us to go slowly with it.

As soon as the little child can read he should have a printed copy
of the poem before him. Unit poems can be purchased or hectographed
and the pupils may make themselves a literature reader of these units.

Instead of the regular lesson the teacher should frequently use the
period to read from the exhaustless storehouse of beautiful poems.
Thus the pupil will desire to reach out into larger fields.

266 THE SCHOOL

The distinctive service of poetry will be to cultivate in the children
a sense of the musical side of literature. This may be done through
reading to them.

List of Poems for Study and Memorization in Kindergarten and Primary: Mother
Goose Rhymes; Ding Dong Bell; Little Jack Horner; Sing a Song of Sixpence; Humpty
Dumpty; Little Boy Blue; Little Bo-peep; Little Miss Muffet; Little Tom Tucker; Jack
and Jill; Jack be Nimble; Baa-Baa, Black Sheep; Hey! Diddle, Diddle; Hickory, Dickory,
Dock; Rock-a-bye Baby.

Cradle Songs: Lullaby — Rands; What Does Birdie say? — Tennyson; Sleep, Baby,
Sleep; Sweet and Low — Tennyson; Rock-a-bye Baby — Field; Irish Lullaby — Graves;
Wynken, Blynken and Nod — Field; Slumberland — Anon.

Stephenson: Dark Brown is the River; My Shadow; A Good Play; The Wind; Foreign
Children; The Swing.

Rossetti: The Wind; What Does the Bee Do?; 0 Lady Moon; How many Seconds in
a Minute?

Blake: Little Lamb; Piping down the Valley Wild.

Rand: The Wonderful World.

Vandcgrift: The Sandman.

Book Reviews

The Teaching of Government, by C. G. Haines and others. 284 pages. Price Jl.lO.
The Macmillan Co. of Canada Ltd., Toronto. This volume is the report of a committee
of seven appointed by the American Political Science Association "to consider the
methods of teaching and studying government now pursued in American schools,
colleges and universities, and to suggest means of enlarging and improving such instruc-
tion". It contains an account of recent progress in the teaching of government, a report
on the teaching of civics in various parts of the United States, a suggested course of
study and methods suitable for various kinds of schools, a report on the teaching of
political science in colleges and universities, and full bibliographies. The section on
methods and courses of study will be especially interesting to teachers. The work
suggested for elementarty schools is mainly community civics, but includes also a brief
outline of the government of city, county, state and nation. The course for the High
School deals mainly with state and federal government. This volume is very timely
and suggestive and should appeal strongly to progressive teachers. G. M. j.

Ten Boys' Farces, by Eustace M. Peixott. Published by Walter H. Baker & Co.,
Boston. 107 pages, paper cover; price 25 cents. The prime function of these farces is to
amuse both those who act and those who listen. Though not of high literary merit, they
supply very useful and appropriate material for those recreation .centres, boys' clubs,
Y.M.C.A.'s and settlements that attempt dramatic work. F. E. c.

Why Britain Went to War, by Sir Edward Parrott. Price 50 cents. 224 pages:
numerous illustrations. Thomas Nelson & Sons, Toronto. Not many High School
students will be interested in the official books on the causes of the present war, but in
the volume under review they obtain the gist of them, narrated in most attractive
fashion. There is also other valuable material on the growth of Germany and the
history leading up to the great struggle. The whole story from the time of Napoleon
is told so that it will make a strong appeal to boys and girls of High School age. It
should find a place in every High School library. w. j. D. .

I

Geography— The Study of a Continent

JOHN B. BRENNAN, B.A.

Principal, Queen Victoria Public School, Toronto

[Note — Preparatory to the study of a continent, the pupils should have a working
knowledge of the zones. They should know the cause of winds, and the approximate
limits of the chief wind belts of the world. They should also clearly understand what
is meant by climate and the influences that affect climate.]

Definition of "The unity of all the sciences is found in geography.

Geography. The significance of geography is that it presents

the earth as the enduring home of the occupations
of man. The world without its relationship to human activity is less
than a world. Human industry and achievement, apart from their
roots in the earth, are not even a sentiment, hardly a name. The earth
is the final source of all man's food. It is his continual shelter and pro-
tection, the raw material of all his activities, and the home to whose
humanizing and idealizing all his achievement returns. It is the great
field, the great mine, the great source of the energies of heat, light and
electricity; the great scene of ocean, stream, mountain and plain of
which all our agriculture and mining and lumbering, all our manufactur-
ing and distributing agencies are but the partial elements and factors.
It is through occupations determined by this environment that mankind
has made its historical and political progress. It is through these
occupations that the intellectual and emotional interpretation of nature
has been developed. It is through what we do in and with the world
that we read its meaning and measure its value".*

__ To one who reads and appreciates Professor

Maps versus ta , r . ^. . •

. , , Uewey s conception oi geography, the subject

assumes a greater importance. He views it no
longer as a mere study of disconnected facts, a mere memory lesson,
but a training in observation and reasoning. Dewey's thought, that
the progress of mankind is through occupations determined by environ-
ment, is very far-reaching. From the geographical standpoint, environ-
ment is synonymous with the general structure of "the enduring home
of the occupations of man " — the earth — and upon this structure depend
in large measure, the climate, the vegetable growth, the occupations of
the people, the growth of great centres of population and the people
themselves.

•John Dewey: The School and Society, page 32.

[267]

268 THE SCHOOL

All these points of information may be learned by the pupils directly
from the text-book, but this is not the best way to teach geography.
The chief objection to the text-book system of instruction is that it
tells too much, leaving little or no room for initiative on the part of the
pupil. The best method of instruction is that which leads the pupil to
the discovery of truth for himself.

If in studying a continent the pupil is to gather his own information,
persistent and careful use of maps should be made. A good map con-
tains a wealth of facts, and it should be the constant endeavour to learn
these facts from the map rather than from the text-book. The best
maps for this purpose are of two kinds — ^the orographical map, from
the Greek words oros — a mountain, and grapho — I write, and the rainfall
map.

_, _ , . , The orographical map will present almost at

The Orographical , T j c .u r T f *u

__ ° r- ^ glance a clear idea ot the reliet ot the contment.

By relief is meant the mountain ranges, plateaus,
plains and valleys, and their relation to one another. It will show the
inland water systems and the depth of the surrounding oceans. It will
also enable us to determine. to some extent the rainfall. It is a well-
known fact that as we go higher above sea level the rainfall of a country
increases. This is because the mountains force the winds to rise in order
to cross them. The higher we ascend the earth's surface the colder the
air is, and as cold air cannot contain so much moisture as warm air,
the moisture condenses and falls as rain. The rainfall map will, however,
show with some degree of exactness the average annual rainfall of
every part of the continent.

TVi P ■ f 11 ^^^ value of a rainfall map becomes apparent

.|^ when we consider that, while relief and climate

must be taken into account, the rainfall is the
most important factor which determines the character of the vegetation
as well as its distribution. For our purpose all vegetation may be
roughly divided into two classes — trees and grasses. The grasses for
convenience may be divided into those which are used chiefly for fodder,
and those such as wheat, oats, barley and the like, whose value depends
on the filling out of the heads. Trees, we know, require a great deal of
moisture and considerable warmth to induce growth. Therefore, from
such a map we should be able to learn that, in the torrid and temperate
zones, wherever the average yearly rainfall is indicated at 80 inches
or more the chief form of vegetation will be immense forests. Regions
in which the rainfall averages from 40 to 80 inches will also have their
forests, but the trees will not assume such large proportions; and, as
the amount of rainfall decreases, the trees become smaller and smaller

GEOGRAPHY— THE STUDY OF A CONTINENT

269

HORTM J\MEf^/CA -Ha,

MFALL

^0. Greyt nayi

and finally degenerate into shrubs. A rainfall of from 20 to 40 inches
is capable of producing the wheat variety of grasses, but in those districts
in which the rainfall is from 10 to 20 inches wheat will not mature and
these regions can produce grasses only of the fodder variety. A rainfall
of less than 10 inches brings us to a desert region. These desert regions

270 THE SCHOOL

may occur in any one of the zones; they may be warm or cold. The
vegetation of the extreme north and south is represented by mosses and
lichens.

_ ^. Now since all animal life depends primarily

Occupations ^^ ,.f^ ^^^ existence and since man

depend largely . ^ , u- . . u-

, , IS more or less subject to his environment, a

on minerals and , , , r , ,• r r u .• j r

... a knowledge oi the rehet oi the continent and oi

vegetation. , ..•••• r • . .• n

the nature and distribution ot its vegetation will

enable us to determine with some degree of accuracy and precision the
pursuits that will be followed by man in the various parts of the con-
tinent. This information may be obtained by the pupils themselves
from a study of the maps. By studying the orographical map the main
elements of relief and the other physical features may be learned by
observation. By a glance at the map the pupil will, from the latitude,
be able to say what parts of the continent are likely to be hot, or temper-
ate, or cold, while a general idea of the rainfall may be had by con-
sidering the prevailing winds in conjunction with the mountains. This,
however, should be verified by consulting the rainfall map. The text-
book must be the source of information regarding the minerals.

If we bear in mind that minerals and vegetation control in a great
measure the distribution of population, we can learn, chiefly from the
maps — by the simple process of observation and reasoning — -what the
occupations of the people are likely to be in the various localities.

The Study of North America.

P .. , Turn to the orographical map, page 72 of the

Ontario School Geography. Note the difTerent
shades of colouring. What does each tint represent? The explanation
is found in the key in the lower left-hand corner of the map. When the
pupils have familiarized themselves with the key ask them to trace
out the highlands. The map shows that the main orographical features
are two mountain systems — the Appalachian Mountains in the east and
the Cordilleran Mountains in the west. In the north-east there is also
the Labrador Plateau. What is the nature of the land lying between
these highlands? The tinting indicates a broad belt of lowlands stretch-
ing continuously from the Arctic Ocean to the Gulf of Mexico. This
is called the Great Central Plain. Note the distance of the mountains
from the coast line. What is the nature of the area between the Appa-
lachian mountains and the coast? It is level. As this plain borders
the coast line, it is called a coastal plain. Is there any such well-defined
coastal plain on the west side? Why not? These coastal plains do not
end at the sea-shore but gently slope under the sea for varying distances.

GEOGRAPHY— THE STUDY OF A CONTINENT 271

This extension of the coastal plain beneath the sea is called the con-
tinental shelf. Trace the continental shelf along the east coast. How
does it differ from the shelf along the west coast? Where is the shelf
widest? Off the coast of Newfoundland. This broad continental shelf
extending 500 miles beyond Newfoundland forms the valuable fishing
grounds known as the Newfoundland Banks. (Waters more than 100
fathoms deep do not make good fishing grounds.)

_ . The drainage areas may now be considered.

The slope of the plains is indicated by the tinting
on the orographical map. It is better indicated by the course of the
rivers. The names of the chief rivers which drain the various basins
should be learned. The Height of Land will mark the northward and
southward slopes of the Great Central Plain. Invite comparison as
to the value, from the commercial standpoint, of the rivers that empty
into the Gulf of Mexico with those that flow into the Arctic Ocean.
Which are of greater value those that flow into the Atlantic or those
that flow into the Pacific? Why? The rivers that flow into the Arctic
Ocean flow from a warmer to a colder region and are ice-bound part
of the year. Those that empty into the Gulf of Mexico flow from a
colder to a warmer region and are navigable the entire year. The
coastal plain on the west is very narrow; the rivers are, therefore, as a
rule short and the current rapid. The wider coastal plain on the east
renders the rivers navigable for a considerable distance.

„, <-, . An examination and comparison of the coast

The Coast ,. • r , ,, ^ c ^u . i- •

_ . Imes is 01 value, as the nature oi the coast line is

often a determining factor in founding settlements

and from this may be traced the reason for the presence of large cities

in various places. Coast lines may be described as broken or entire.

What is the advantage of a broken coast line over one that is entire?

The broken coast line gives rise to harbours. Compare the north coast

with the east coast. Both are very much broken. Note the latitude

of the north coast. It is so far north that its harbours are ice-bound

for a considerable portion of the year; the harbours on the east are

always open. The west coast is almost entire, consequently, there is a

dearth of good harbours except in the north, off the coast of British

Columbia. Why is the east coast of North America more densely

populated than the west coast? On account of the advantages offered

by the east coast — ^its wide coastal plain, its good harbours, and its

greater proximity to the world's market — Europe. It was also the first

to be settled and the Appalachian Mountians formed a barrier in early

times to western extension.

272 THE SCHOOL

_.. Note the latitude. The continent extends

from the Arctic Ocean to the tropics, hence the
climate is naturally determined largely by the latitude. In what zone
does the greater part of North America lie? In spite of the fact that
the greater part lies in the north temperate zone most of the country
is subject to great and rapid changes of temperature. Why is this?
Our orographical map shows the general direction of the highlands to
be north and south. What protection has the Great Central Plain
from sudden cold waves from the north or sudden heat waves from
the south? None. The climate of the east coast is much more extreme
than that of the west coast. How can we account for this? A warm
current from the south-west washes the shores of the Pacific while a
cold current creeps down the Atlantic coast.

.. Before consulting the accompanying map let

us endeavour to determine the rainfall from the
orographical map. We know that the rainfall depends largely upon the
prevailing winds in conjunction with the mountains. From our know-
ledge of the chief wind belts of the world we can say that the prevailing
winds of most of North America are westerly. The southern part of
the continent, however, beginning about Mexico, is in the region of
the north-east trade winds. Sea breezes are also prevalent from the
Atlantic and Pacific Oceans. (Land and Sea Breezes.) As the moun-
tains run north and south, parallel to the coast, they precipitate on the
windward side nearly all the moisture which the Atlantic and Pacific
Oceans would otherwise send to the interior. Thus while the coasts
have a plentiful supply of rain, large areas of the interior are very dry.
We can conclude that the Great Central Plain does not have so great
a rainfall as the coastal regions. If we further consider that the moun-
tains on the east are not nearly so high as those on the west, we can
draw the further conclusion that the eastern part of the Great Central
Plain will have a heavier rainfall than the western part. Mexico and
what we call Central America will have a considerable rainfall due to
the moisture-laden north-east trade winds. We may turn now to the
rainfall map and verify the conclusions we have made.

In this general survey of the continent, it will
° ' be sufficient if the pupils can tell the characteristic

vegetation of a region according to its rainfall. They should be able
to tell that the east and west coast regions will have their forests, and
that the Great Central Plain will produce grasses; the eastern part
those grasses of the head variety and the western part the fodder grasses.

GEOGRAPHY— THE STUDY OF A CONTINENT 273

Occupations. ^^^ occupations of the people depend largely

upon the minerals and vegetation. The pupils
will learn the minerals from the text-book or from the teacher. Minerals
are generally found in the highlands and in their vicinity. Therefore, in
the highlands mining will be the chief occupation. Lumbering will be
carried on in the forest regions. Agriculture in the head-grass regions
and cattle-raising in the regions that produce fodder grasses. Along
the coastal regions the occupations will be fishing, chiefly, and those
occupations incident to fishing, such as ship-building and the curing of
the surplus catch of fish.

These different occupations necessitate the manufacture of various
machines and implements. In a new country, the follower of any occu-
pation may manufacture his own tools. For instance, the fisherman
may construct his fishing-boats and his nets, but with the growth of
population there is a specialization of work of this sort. Hence we
have the rise of centres devoted to the manufacture of the various
implements and to their distribution. Means of transport are neces-
sary for this distribution and for the exchange of commodities, hence
railways and all that they mean.

If the text-book is now read on this particular part of the work the
reading will resolve itself into a review lesson. After the study of the
continent has been completed there is no better form of review than the
making from memory of the orographical and rainfall maps.

The above study of the continent of North America must not be
regarded as being complete. It is merely suggestive of what the pupils,
under the guidance of the teacher, may learn from map-reading. As
the work progresses and the interrelation of the various phases of the
study becomes clear, the pupils depend less and less upon the teacher
and it is surprising to what an extent the spirit of self-reliance and in-
dependent investigation is developed.

An old gentleman heard the tutor tell his son that the earth rotates every twenty-
four hours. So he put a glass of water on Kis garden wall, and left it all night.

Next morning he went to the tutor and discharged him, saying: " It is all rubbish
about the earth going round, because if it did all the water would have run out of the
glass."

'The old gentleman beamed upon the little boy who stood on the crest of the hill
one night at twilight, a happy, contented smile on his lips.

" I am very pleased to see you watching the beautiful red glow of the setting sun,
my little man," he said, patting the youngster's back. " Do you watch it every night? "

The little lad chuckled. "Oh, no, sir!" he said gleefully. "That's not the sun
setting. That's our school burning down."

Life at an English University

{Continued from the November number)

DONALDA J. DICKIE, M.A.
Normal School, Camrose. Alberta

At last one day when the three weeks were all but gone, following
Emily's direction, I found the pretty path by the Thames that leads
to Iffley and paying my penny toll, I climbed the hill and stood in
Ififley Church — the most perfect specimen of Norman architecture n
England. It is a tiny church and I shall not try to describe it. I can
wish no better wish for any who may read, than that they may see it
before they die. I thought, that April morning, as I stood half in tears
at the wonder of it, that it must surely be the most beautiful thing in
the world. 1 have seen much since but I still think so.

College opened, that is to say "people came up", the last Friday
in April. The Principal received me in her own sitting-room, a wide
room full of sunshine, the blaze of logs on the hearth, and fine old furni-
ture. She came across the room to greet me, tall and very gracious,
one's dream of a story-book Englishwoman plus an air of brisk modern-
ness. She drew me down on the couch beside her and at once I knew
that certainly I should find here what I had come across land and sea
to find. I was presently directed to my room under the charge of
"Maggie" — the housekeeper — famous among many generations of
Somervillians. She was a busy woman that day, but managed to make
me feel that I was specially under her charge and therefore that no
harm could come to me.

Somerville College, during the war, inhabits "Oriel" — its own
buildings having been commandeered as a hospital. I found my suite —
bed and sitting room — at the top of a narrow stair, up which Sir Thomas
More is said to have lived in his college days. There are a great many
colleges in Oxford, some large and some small, but they are all built
on the same plan — that of the quadrangle. The buildings are narrow,
the depth of one room only, and they form a rectangle about the quad — -a
space of grass with a walk about it. On each side two or more stairways
give access, each to its own set of rooms. Thus if you live on stairway 15
and your friend on stairway 14 there is no way of reaching her except by
descending into the quad and mounting her stair.

I found my trunks already in my room. The bedroom was very
small, the furniture good but sadly defaced by time and boys. I laughed
outright at the mirror; it was exactly ten inches square. I believe few
English women know the luxury of a full length mirror. Dressing

1274]

LIFE AT AN ENGLISH UNIVERSITY 275

table mirrors, mostly small, were the only sort I ever encountered in a
bedroom. My sittingroom was long and narrow with a great black
fireplace yawning for its mouthful of flame. It looked into the quad
and into the street through windows half hidden in ivy. Before the
hearth stood the longest, widest, deepest basket chair you can imagine.

I had partly unpacked when a tap at the door heralded two athletic
young women — an English college woman does not like to be called a
"girl". They assured me that they had come to take me out to tea
because, said the rosy one, "It is so jolly stupid taking tea in hall the
first day". I hastily found a hat and jacket and we sallied forth to a
tearoom in " The Broad " where 1 was regaled with tea and toast, a variety
of fascinating cakes and much college gossip, receiving with becoming
meekness much invaluable information about college people, ways and
things. These I learned were second year people, in short "would be
seniors next term". Undue liberties promptly discouraged!

Two hours later, while again absorbed in unpacking, another tap
announced "the senior who lived at the foot of my stair". She was a
thin-faced girl with bright eyes who chatted very formally for a moment
and invited me "to go into dinner with her". Seizing so favourable an
opportunity, I made haste to inquire what sort of dress was expected
and was informed that "before the war evening dress was imperative
but that now people wore anything short of a bathing suit". Dinner
at seven-thirty was an event. My escort awaited me at the foot of
the stair and led the way through a group of girls in the entrance — these
I learned were invited to dine at "The High" — into a long, very high
and dark room, with great coloured windows and many portraits. A
fire roared on a huge hearth. There were four long tables stretching
along the width of the room and a fifth upon a raised dais at the farther
end. Girls came in each with a partner and took their places anywhere.
There were about sixty of them. I thought them very pretty on the
whole. Fine complexions and good hair were the rule, while there
were three or four really beautiful faces. Many of them wore beautiful
evening clothes. They chatted together with what I felt to be more
dignity and restraint — in short, more social poise — than a roomful of
Canadian or American girls might have had. One caught at once the
English feeling that dinner is a function where one is expected to talk,
not chatter. One felt that they were getting their training for the dinner
tables of the world.

When all were standing behind their chairs a silence fell which lasted
while "The High" filed in and took its place at the table on the dais.
They surrounded its ends and one side, no one sitting with her back to
the room. The Principal sat in the centre in a great carved chair.
The silence continued until she had pronounced the brief Latin grace.

276 THE SCHOOL

Maids served a three course dinner. It was well cooked and there
was enough of it, though not too much, less being served at dinner
than at any of the other meals. My escort attended to me carefully,
broaching more than one profound subject. I fear, however, that she
found me somewhat unappreciative of her obvious learning. I thirsted
for information and asked questions steadily. I was still neglecting
my custaid when again silence fell and everyone stood up facing the
door. "The High" was going out. The Principal passed down the
room first, the staff followed in the order of their service, the pretty
Irish girl, who was the history tutor, going last. When all were gone
the noise began again and those who had not quite finished sat down to
do so. A tall blond girl opposite invited me "to coffee". I was taken
to her room and ensconed in the mate to my own great chair, while
my hostess brought forth biscuits and a very plain cake. She pro-
ceeded to make very bad coffee in a saucepan. Before it was ready,
half a dozen other women came in, filling the couch and overflowing it
on the floor. They chattered frankly now and were as merry as any
college girls could be. Someone played upon the piano in the corner
but no one stopped talking. Just at first they were politely careful
to include me in the conversation, but presently forgot and left me to
enjoy the gossip thoroughly.

The University of Oxford, the group name for the twenty or more
colleges which have made the city famous since the thirteenth century,
is the most ancient institution of learning in the Empire. As a corpora-
tion, however, the University is comparatively modern, having been
given a modernized charter and powers based upon the same principles
as other university affiliations of colleges in much later times. Another
widespread fallacy regarding the University is that of its wealth. As a
corporation, it is, I am informed by a member of its council, as lamentably
short of funds as other educational institutions. The colleges, on the
Other hand, are as rich as they are old, having been richly endowed by
their founders with land, which has increased enormously in value with
the passage of centuries. The University, as does other universities,
maintains a staff of professors, lectureis and readers; arranges standards
and courses; attends to examinations, etc. The colleges are residences
for the students. Each has its own hall, chapel, library, common room,
gardens and playing fields. Sometimes it has a lecture room; often the
dining hall is used as in Magdelen College where we went on Tuesdays
and Thursdays at eleven to hear Sir Walter Raleigh, the professor of
poetry. It is a lecture rather largely attended by the public and here,
on sunny mornings, the Poet Laureate is apt to drop in and sit down
beside you, to hear his friend lecture.

BOOK REVIEWS 277

At Christ Church they use the Hbrary as a lecture room; Mr. Nicol
Smith, "The Goldsmith Reader", lectures in the Ashmolean Museum,
Dr. Carlyle in the dining hall at University College, etc. It is the
business of the student to get to his lecture, wherever and whenever it
may be, no easy task when it is across the city from the last one and but
five minutes between. This is, doubtless, one reason for the almost
universal use of cycles, now that motor cars are forbidden and gasoline
non est.

It is less of a problem, though, than it would be in one of our uni-
versities, because, comparatively so few lectures are taken. Lectures
are a minor part of the course in Oxford, when students will arrange to
take three or four a week instead of that many in a day, as here. The
greater part of the work is done under "tutors" or "coaches". Each
college has its own staff of these. They are usually "fellows" of the
college and live in it, being provided for in the endowments. For cen-
turies, the fellows were not allowed to marry. They are now permitted
to do so — indeed a reasonable proportion of them marry members of
the women's college. The quiet life of the fellows, their almost monastic
seclusion — it may be such — in the cloisters and behind the great walls
in the beautiful "fellows' gardens" is particularly conducive to success
in research work and much of it has been and is being done there.

(Continued in the January number.)

[The editor apologizes for his failure to keep his promise to conclude this article in
this issue. Space is more than ever at a premium this month and he had not the heart
to "cut out" any of this delightful description. The only alternative is to keep an
instalment for next issue.)

Modern Lays and Ballads, selected by R. M. Leonard. 127 pages; price 2.5 cents.
Oxford University Press, Toronto. This volume belongs to the Oxford Garlands Series,
and contains a collection of ballads very suitable for the first two years of the High School
course. Twenty-three authors from William Cowper to Dr. Robert Bridges are repre-
sented by a well chosen series of ballads which cannot fail to interest any class. G. M. j.

Working Composition, by John B. Opdycke^ 337 pages. Price ?1.30. D. C.
Heath & Co., Boston. This is a composition prepared specially for pupils who are going
into factories or V)usiness houses, and both the instruction and the exercises are based
on the ordinary experiences of industrial and commercial life. A rather unique feature
of the book is a series of "problems" which not only furnish subjects for composition,
but provoke serious thought. G. M. j.

The Story of Lord Kitchener tor Grade III, by A. O. Cooke. 95 pages. Price 20
cents. The Oxford University Press, Toronto. This is one of the Herbert Strang's
Readers, a series in which are many very suitable books for children. This volume is of
convenient size and form; has large, clear type; and the story is intensely interesting
from beginning to end. There are a number of good illustrations. Every Public School
child will enjoy this book.

Educational Leadership

G. FRED MCNALLY, M.A.
Principal, Normal School, Caitirose, Alberta

THE war has caused changes of an almost revolutionary character
in education in England. The great masses of the people,
hitherto but little interested in education, have begun to demand
reforms undreamed of a few years ago. A practical man, an enthusiast
in the cause of education and an administrator of real ability, in the
person of Mr. Fisher, has been placed in charge of this department of
government. In spite of the tremendous war expenditures, the votes
for education have steadily increased until now they total many millions
more per annum than at the outbreak of the war.

One wonders what the influence of all this and of the war in general
is to be on Canadian education. Already demands are being made for
an increase in the provision for technical training and for the practical
in education. If we are to. expect changes and shiftings of emphasis
similar to those ^now taking place in the British Isles whence is to come
our leadership for the recasting of our systems and determining what
these changes shall be? It will not be sufficient merely to express dis-
satisfaction with existing conditions nor to demand sweeping and far-
reaching changes. There will be needed trained minds with real capacity
for leadership, persons who have studied education from the scientific
viewpoint. Is this leadership to come from within the ranks of educa-
tionists or is it to be thrust on us from without? Unless those who
ought to be able to provide it are prepared, without doubt the oppor-
tunity will pass from them.

At the head of the Department of Education in most of the provinces
is the responsible Minister of the Crown or committee of the cabinet.
These men are lawyers or doctors or business men who have seen the
vast possibilities in the field of education and whose tastes have led
them to be interested in this department. They are not educational
experts. They do not pretend to be. They are administrative heads
who strive to put business methods into a governmental department
where there is danger of theory and precedent and conservatism having
too much influence.

If the responsible head is to administer his department successfully,
he must have available, alert, and aggressive leadership of a professional
character. It should be possible to find this leadership amongst the
men and women in the administrative and teaching positions in his own

( 278 1

EDUCATIONAL LEADERSHIP 279

province, and the outstanding figures in the educational life of the
Dominion as a whole.

When one considers the tremendous advance in the scientific study
of education in the last twenty years, he will be forced to the conclusion
that the opportunities for advanced training in education in Canada
are hopelessly meagre. For example, distinctive training for secondary
teachers is limited to one province. Even here, graduates of High
Schools and persons holding the Bachelor's degree have until this year
been trained together and given essentially the same course. Practically
no training is offered in this country for administrative officers, insjjectors,
superintendents, supervisors, normal school instructors, instructors in
college departments of education, high school principals, training school
principals and critic teachers. With no opportiunty of securing such
training without going abroad, it is not surprising that the majority
of educators interpret this to mean that everybody is quite satisfied
with the quality of service now given, that the "trial and error" method
of procedure is still the best we have, and that to worry one's self to
the extent of seeking out and securing this advanced training would be
a work of supererogation.

In but few cities of the Dominion and fewer provinces have definite
studies of retardation and elimination been undertaken. Judging from
the reports in which these statistics have been tabulated, much more
use could be made of the material thus gathered. What is the cost of
adequate medical inspection per pupil per year? What is the average
cost per pupil for the country as a whole? Is this too high or too low,
in the light of experience in England? Has the work of medical inspec-
tion been standardized at all or does each medical officer follow his
own inclination? Is medical inspection necessary in cities only?

When the Dominion Hospitals Commission was faced with the
problem of retraining returned soldiers, it turned instinctively to the
trained psychologist to assist in determining that for which each man
was by inherited nature adapted. At that, the men trained for this
type of testing were all too few. The tests used were those devised by
scientific educationists for use in schools. Our work is less effective
than it might be because we have so few schoolmen qualified along
this line.

Scientifically devised scales of measurement for testing objectively
the results we are actually obtaining in our schools have been prepared
that we may know where we are going. In looking over these one does
not detect the name of any Canadian. We have as many plans of teacher-
training in this country as there are provinces. Each is willing to main-
tain that his is best and proves his faith by erecting barriers of one sort
and another to make the free interchange of teachers relatively difficult.

280 THE SCHOOL

Not only have we made little or no progress towards standardizing the
work of teacher-training but we have as yet devised no way of deter-
mining whether the woi k of any one institution is efificient or not when
considered absolutely. We still go forward putting our faith in mere
opinion. This, of course, has one great advantage; where nobody
knows, one opinion is as good as another.

There are several explanations of the apparent indifference of school-
men in Canada to these and other important advances in educational
practice. Some years ago, kindly intentioned persons told us that cer-
tain of our provincial systems were the best in the world and we "good
easy men" found this pleasant to the taste and settled back to perpetuate
this good thing, forgetting that education means growth and continual
growth. Then we have a habit in this country of working our people
in positions of leadership too hard. Departmental officials, superin-
tendents, inspectors, principals and all have too little time for study
and reflection. This is a mistaken policy. Without leisure no great
advance in science is made.

In addition to the matters referred to above, there are many others
of major importance in the field of education, demanding leadership
of the most highly trained and efficient type to-day. In one province
a survey is being made of the efficiency of its present system of rural
education. When a man was needed for this work he was secured from
outside this country. This survey marks an important advance in our
practice and will doubtless be of great value. We .must have trained
men, however, to profit by it and carry out the recommendations which
will accompany the report.

No situation in Canada presents a greater challenge to the educa-
tional statesman than our rural situation. But little has been done so
far in caring for the mentally deficient and feeble minded. Here again
the trained specialist is wanting. The whole system of secondary educa-
tion needs reorganization. Little effort is being made to test the pre-
vocational school or the junior high school scheme. There is no lack of
opportunity for the trained man or woman with capacity for leadership
in the country to-day, nor is there any doubt that there are literally
hundreds of bright men and women in education in Canada to-day who
realize the inadequacy of their equipment and who would welcome any
reasonable opportunity to prepare themselves for expert service in this
field. One other fact in the situation needs to be considered. Training
for expert service, be it medical, legal, educational or what not, requires
years of hard work and the expenditure of large sums of money. Such
leadership cannot be secured in the field of education for two thousand
or three thousand dollars per year any more than it can in law, medicine,

BOOK REVIEWS 281

or engineering. If it is, the training will be inadequate and the service
secured be of a quality commensurate with the price paid.

Forward-looking men in all walks of life really interested in educa-
tion must realize that the persent situation and that which lies just
before us demand that our leaders be men and women acquainted with
the best that has been thought and practised anywhere in the world.
We must have better opportunity for training leaders, a livelier sense
on the part of educationists of the need of advanced training and a
realization of the need of trained experts on the part of "consumers" of
education.

Book Reviews

Lloyd George, The Man and' His Story, by Frank Dilnot. 195 pages. Price Jl.OO.
The Musson Book Co., Toronto. Regardless of politics most people admire the present
Prime Minister of Great Britain and marvel at his achievements in the various rSles
he has undertaken. Here is a brief and very readable story of his life and his work.
Every teacher, and every boy and girl of reading age, will take pleasure in a perusal
of it. It is an excellent book for the school library. w. j. d.

The Rural Teacher and His Work, by H. W. Foght, Specialist in Rural School
Practice, United States Bureau of Education. 359 pages. Price?!. 40. The Macmillan
Co., of Canada, Toronto. Everyone who thinks of educational matters realizes some-
thing of the vastness of the rural school problem. But it is a larger problem than most
people think. How are our best-trained teachers, our mature, energetic, forceful,
competent teachers to be induced to remain where they are most needed — in the coun-
try? Mr. Foght shows how necessary it is that the rural school teacher should be
also a community leader — a real force, one of the leading spirits of the neighbourhood,
.-^mong the remedies for the present unsatisfactory condition he mentions special
training for rural school work, better salaries, closer supervision, teachers' cottages,
reconstruction of the curriculum. This is a thought-provoking book; those interested
in education will derive a great deal of profit from it. Every teacher will find inspiration
in it. w. J. D.

The Last Days of Fort Vaux, by Henry Bordeaux. 227 pages. Price 3i. &d. net.
Thomas Nelson & Sons, Toronto. A most realistic account of the desperate fighting
that took place at this point on the French front. It gives one an idea of the kind of
warfare now being waged. w. j. D.

A Book of Narratives. Edited by Oscar J. Campbell, Jr., of the University of Wis-
consin, and Richard A. Rice of Smith College. Cloth. ,504 pages. J1.50. D. C. Heath
& Co., Boston, New York, Chicago. Here is a book that will please everybody who
likes to read a good story well told. The editors have so chosen and grouped the stories
that they will do more than please. The aim of all great literature is to interpret life.
The specific aim of fiction is to see life imaginatively. To inculcate something of this
supreme art of seeing life by the methods of fiction is the purpose of the editors of this
book. They have made thirty-five selections from the great masters of fiction and
have grouped the.se so as to illustrate the dififerent sorts of appeal that fiction makes to
life and the different sorts of vital problems that are illuminated by the skilful writer
of fiction. w. J. D.

Mvths and Legends of British North America, by Katherine B. Judson. 211 pages.
Illustrated. Price $1.50. A. G. McClurg & Co., Chicago. The author has collected
a great many Indian myths and legends and has retold them so that they are very
interesting to children. This book can be recommended for the school library; it will
be of assistance in the lessons on early Canadian history. w. j. D.

Robin Hood. Price 1 shilling net. George G. Harrap & Co., London. This is a
splendid edition for children. The type is very clear and readable; the illustrations are
good. w. J. D.

The Alberta Provincial Convention

IN Alberta the Provincial Convention is the big educational event of
the year, and the drawing up of the programme is a difficult and im-
portant piece of work. With a view of getting an expression of
opinion as to what should be the aim of the programme-makers in planning
the Convention a few representative teachers were asked to express
themselves in not more than 150 words on the following topics:

1. The general purpose of the Convention.

2. The main features of a programme which would subserve this pur-
pose, with special reference to (a) meeting in sessions vs. general sessions;
(b) the place of "inspirational" addresses; (c) the amount of time that
should be given over to business and when this time should be taken.

3. Do you think that the sessions could be made more attractive
than they usually are? If so, how?

As to the first topic there is pretty general agreement in the replies
received, by implication at least, that the big Convention is no place
for the discussion of the minutiae of class-room procedure. In nearly
every case the purpose of the Convention is stated in broad and general
terms. Thus Mr. D. A. McKerricher, Calgary, gives it as his opinion
that the mian purposes are:

"(1) To attend to the business which naturally pertains to the
provincial organization of teachers;

"(2) To provide inspiration of a broadly human sort, such inspir-
ation as the speakers at our conventions for a number of years have
given us".

Even in the sectional meetings Mr. McKerricher thinks "that the
Provincial Convention should concern itself mainly with the broad
general aspects of our work, and that questions of method in the various
subjects should be left largely to the district associations".

On this subject Mr. E. T. Mitchell, Olds, writes, "The history of
education is the history of human progress or stagnation. The teacher
being isolated, the product of authority, the slave of a system, there is
an almost irresistible tendency to stagnation. The teachers must
wake up, shake themselves free, express their opinions, impose their
will, and direct, as well as participate in, the movements which shape
the destinies of our people. To do this they must get together, not
only in isolated groups, but in the big Convention". h^ *■

"The general purpose of the Provincial Convention", writes Miss
K. B. Goodfellow, Camrose, "strikes me as a very broad term. One
purpose, I would say, might be to give the teachers a wider outlook

[282]

THE ALBERTA PROVINCIAL CONVENTION 283

than the four walls of the school room. Whatever the general purpose
is, it certainly ought not to be to drag the jaded teacher through a whirl
of intellectual dissipation".

Since Miss R. J. Coutts, Calgary, discusses only this first topic, her
entire contribution is given at this point:

"The opportunity the Convention gives of renewing and strengthen-
ing friendly relationships and forming new ones is a magnet which draws
teachers from all parts of the Province to the meeting place, the point
of contact. Nor could there be a more human motive than this, nor a
much higher one. Then there are those for whom this yearly gathering
makes the one golden opportunity for the purchase of the season's outfit
of clothes, a necessary forward step in professional progress — for, to
quote the wife of a Calgary editor, 'Normal School students have no
clothes.' 'It is a change from the routine of the class', is the thought
that surges through the minds of the mass of the teachers; and let him
who is without sin cast the first stone at them. To the professionally-
minded, a constantly growing number, there is the keen desire for help
in solving knotty educational problems, and they look to the Convention
to give this help.

" Perhaps the most difficult of these problems which confronts the
live teacher to-day is how to relate the daily class work to the life of
the home, the playground, and the community. Hints along this line
from those who prepare the intellectual menu would be duly appreci-
ated. To develop in the rank and file of teachers an interest in the affairs
affecting the general well-being of the community, a skill in cultivating
that same interest in the pupils in their charge, might well form one of the
purposes for which the provincial association exists. Would an oratorical
contest among teacheirs, say in the Public School section, on some topic
of general educational interest, or relating to public well-being, work
toward this aim?"

As to the relative advantages of sectional meetings and general
sessions there is marked difference of opinion. On the whole, while the
value of the sectional meetings is recognized, the general sessions stand
most in favour. Miss S. Smith, Medicine Hat, prefers the smaller
meetings, for in them "the individual interest is greater and the inter-
change of thought more free". But on the other hand Miss Goodfellow
strongly champions the general session: "Granted that a wider view-
point is one purpose, the custom so largely followed of meeting in sec-
tions must surely defeat that purpose. The majority are thus denied
many of the choicest items on any day's programme, and since it is the
vision or spirit of a great address that is carried away, any topic or phase
of school work that is touched upon by a master hand will yield fruit
for all". On different grounds Miss Jean Walker, Edmonton, also

284 THE SCHOOL

approves the general session: "Meeting in sections is more helpful to
teachers of graded schools than to those of rural schools; consequently
general sessions are better because they could be arranged to include
all". Mr. W. H. Foster, Calgary, holds that "in the general work of
the Association the division into sectional meetings for the discussion of
special subjects is of great importance and enables those interested in
special departments to get the maximum of benefit" He goes on to
say, however, that "while the sectional meeting has its value, it should
not take precedence over the general session"; and he finds values for
the latter in its broader scope and in the standing which the larger
gathering with "its distinguished personalities" gives the profession
with the "public men and business experts of the Province". Mr.
McKerricher also "would favour a generous allotment of time to the
general session"; and Mr. Mitchell would give about equal place to
both kinds of meetings, suggesting that "the whole of the afternoon
sessions might be devoted to meeting in sections".

But in regard to the place of "inspirational" addresses there are no
two opinions. All agree, in effect, with Mr. Foster that these addresses
are "the outstanding features of the Convention". "Inspirational
addresses are of utmost importance", is Mr. Mitchell's opinion; and
Miss Goodfellow suggests: "One of what we term the 'inspirational'
addresses might fittingly come at the beginning of the work of any
convention. Having the tendency as it does to draw out the best in
everybody, it would thus add greatly to the atmosphere of the whole
gathering; another of these utterances to which everyone looks forward,
and which abides with one 'after many days' would lend dignity to
the closing moments of the Convention". Miss Smith asserts that "as
the value of the 'inspirational' addresses is inestimable, we will all agree
that they should have foremost place on the programme," and Miss
Walker advocates at least two of these addresses by "the best speaker
that can possibly be secured"; and would have this speaker given "the
most imjx)rtant place on the programme, local speakers being almost
entirely omitted". Verily a prophet is not without honour, etc., etc. It
would be a courageous executive that would hazard a programme made up
entirely of local speakers in the face of such an unanimity of opinion
as this.

But if in regard to an "outside speaker" the custom of former years
stands approved, not so in the matter of business. There is a clear
demand for more time and more suitable time than formerly to transact
the business of the association. Mr. McKerricher, for instance, even
while maintaining that "our conventions have been well planned", and
doubting "whether they can be impro^^ed very much", is constrained to
add, "except, perhaps, in the conduct of business". "Business of im-

THE ALBERTA PROVINCIAL CONVENTION 285

portance", he says, "such as the organization of an alliance, should not
be dealt with by a handful of delegates at the fag-end of a convention".
It is this relegating of business to the end of the last session that is most
strongly opposed Thus Miss Goodfellow: "The business of any organ-
ization is an important matter, and sufificient and suitable time ought
to be set apart for it by the framers of any programme ; but whatever time
be allotted to it, let it be such that the majority can conveniently be
there to carry it on, and let it not be the last hour of the Convention".
Similarly Mr. Mitchell: "Business should be disposed of first, not last.
Part of each forenoon could be devoted to it. Notice of motion should
be required, time limit set for speeches, arguing back and forth should
not be tolerated, and nothing in so large a Convention should be hap-
hazard". Others state that business should be "in the morning", or
"on the second day". In fact there is entire agreement that the con-
duct of business should be improved.

The main suggestions for making the sessions more attractive are
to make them shorter, to provide more music, and to give more oppor-
tunity for social and recreative activities:

"The time-table should not be over-crowded nor the hours too long
The social side of the Convention demands time".

"The sessions could be made more attractive by almost eliminating
long papers and substituting good practical talks by speakers with strong
personalities whose voice can be distinctly heard by all present".

"More music, more opportunities for meeting socially, would make
the sessions more attractive".

"The Convention might open with a feature and close with a feature
instead of with tiresome addresses and belated business".

To conclude with Miss Goodfellow's contribution on this topic:

"Too much even of a good thing is undesirable, and there is usually
a surfeit of such on any convention programme.

" Fewer items, proper time limits for discussion, and a margin for
outside interests would, I feel sure, prove of more value in the end.

"Vary the programme, introduce new features, provide for model
lessons by the teachers of the teachers, have music and more music at
every meeting, make a part of every session recreative, in a word make
the Convention a period not only of work but of play too, and finally
insist that the last word be said two hours before any one must catch a
train, and the interest and success are assured".

"Johnnie," said the teacher, "Who is it that sits idly by all day while the others are
working?" Johnnie paused a second, then his eyes brightened and he blurted out,
"The teacher."

stick Printing and Wood Block Printing

R. W. HEDLEY, B.A.

Art Supervisor, Edmonton Schools

THE aim of Art education in the Public Schools is chiefly to lead
the pupil to appreciate the beautiful. To do this requires the
gradual development of taste, and a certain amount of technical
skill in mastering to some extent those mediums of Art expression
generally recognized as most suitable. While drawing as training for
the hand and eye is useful in expression, the development of taste is
brought about gradually through the application in various problems
of the principles of design or composition, including those of colour
theory.

The teaching of design in the Public Schools may be approached in
at least two ways. First, by taking a given space in the form of a square,
rectangle, etc., and breaking this space up according to the require-
ments stated in the problem. Second, by employing some simple design
unit, which may or may not have been in itself a problem, and endeavour-
ing to place these units in the best arrangement. In following the former
method one of the best mediums in the lower grades is stick printing
and in the upper grades we may combine both methods in block printing.
In stick printing the materials required are small pieces of wood
about one inch long, and shaped at one end in the form of a square,
rectangle, circle, or triangle. It is well to have two or three square-end
pieces of different sizes, such as one-half, one-quarter, or one-eighth
inches square; so also of the circle. This gives variety and allows more
possibilities to the pupil. The ends of these sticks should be as reason-
ably smooth as possible. Rubbing the ends on a piece of fine sandpaper
will put them in good shape. There should also be at least three pans
to hold the three primary colours, red, yellow and blue. The pans
should be about one inch across the bottom and fairly shallow. In the
bottom of each, place a small piece of felt or a few pieces of blotting
paper cut to fit. The colouring matter should be yellow, red, or blue
liquid dyes, enough to saturate the pad nicely. If these are not avail-
able, thick water colours, with a very little mucilage added, serve very
well. If pupils have a colour box this plan is not at all difficult.

The problems illustrated as suitable for the various grades are only
suggestive. The work should be progressive in difficulty and scope
from grade to grade. Block printing might begin about grade VI.
After grade I the pupils should be encouraged to show originality in
designing units and in arrangement

[286]

STICK PRINTING AND WOOD BLOCK PRINTING 287

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288 THE SCHOOL

In grade I the technical difficulties are to be mastered. If the paper

is not already ruled into inch squares, this must be done first; however

if thin paper is used the difficulty may be overcome by folding the paper

both ways, thus leaving creases as guides. Then the printing itself

' may be done carefully and neatly. The writer has seen very good work

when a whole class performed each operation in unison. After the paper

was ruled and the unit decided upon (in grade I work) and all had the

proper stick, each pupil placed his stick against the colour pad, held

it there until at the teacher's word all carried out the next operation

of printing on the paper in a certain square. The stick was held in

position a few seconds until the print was made, and then the whole

operation was continued in making the next print, etc. The result

was that the work of almost every member was clean and fairly well

done. After a few lessons of this nature the technical difficulties disappear.

In both stick printing and block printing it is better to place the
paper on which the pattern is to be made on a thin exercise book or a
folded newspaper, which acts as a pad, rather than on the hard surface
■ of the desk.

The subject may now be deve'oped by a series of progressive prob-
lems. First select the problem, as, for example, a simple linoleum
pattern for a doll's house. What stick or what simple pattern may be
used, and how shall the pattern be arranged to give the best effect?
Problems of this nature increase in difficulty and in variety by selecting
two sticks, or later three, to form a group pattern. This brings up also
the problem of what sticks will go together to make up a design unit.
From grade II up pupils should design units and criticise the results
as to whether they look well together. Progress will be better noted by
the manner of the criticism and the exercise of taste than by any other
means.

There is a very wide range of problems suitable for work of this
kind. In general they may be classed under two heads, surface patterns,
and borders. In the former would be tile and linoleum patterns, wall
papers, and similar material used in furnishing the house of our child-
hood fancy; designs may also be planned for gingham patterns and
other materials used in dress or in house furnishings. Ever keep clearly
in mind that we are aiming at suitability of pattern, arrangement, and,
later, colouring. As a rule pupils soon decide that blocks with straight
sides make patterns most suitable for tile or linoleum, while the circular
forms look very well on materials for curtains, etc. The borders to
match furnish a good problem and introduce the principle of rhythm.
In the lower grades I would not dwell on the names of these principles
of design, as rhythm, but rather on what arrangement helps to make
our border show continuous movement. The name will come later on.

STICK PRINTING AND WOOD BLOCK PRINTING

289

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290

THE SCHOOL

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Plate III.

Numbers 1 and 2 are simple examples suitable for Grade 1, one block only-
being used. In numbers 3 and 4, at least two blocks are used. A great many
varieties of pattern may be made by using various combinations of blocks that will go
together. This work is suitable for Grade II. In numbers 5, 6 and 7, is work suitable
for Grade III. In 5, blocks are superimposed to make the pattern. This may be ex-
tended to Grade V. In 6 and 7 are examples of textile patterns, of which a great
variety of designs may be made, using lines and spots. Numbers 8 to 13 are examples
of corners, as for booklet covers. Numbers 15 to 23 are various examples of borders,
and are merely suggestive of a very great variety that is possible by using various
blocks, or by varying the design, especially in 19 to 23. Thus problems may be given
in keeping with the grade. Numbers 24 and 25 are examples of more elaborate tile
patterns; a great variety may be made using a twelve-square side. Numbers 26 and
27 are simple symmetric block patterns suitable for Grade VI, as being perhaps the
simplest. By varying the squares in these quite a variety is possible. Numbers 28 and
29 are examples of straight line forms, but with more variety, and also variety of
arrangement. Two blocks may be cut, the one the reverse of the other, as in 31. By

STICK PRINTING AND WOOD BLOCK PRINTING 291

using these, or one alone, a very great variety of arrangements may be made, and quite
different patterns may be secured. The block used in 32 is only one quarter of the
whole design. In these curved forms have been introduced. This work is suggested
for Grade VIII.

If this work is taken up in a progressive way through grades I to IV
the pupils will be ready to devise simple bisymmetric units of their
own; this introduces the subject of block printing. For myself I like
to use, in the Public School, linoleum rather than blocks on which to
cut the patterns because linoleum can be cut more easily and quickly,
and produces almost as good results. Plain flo#r linoleum of moderate
thickness is best. A worn piece may be cut up into squares about three
quarters of an inch to the side. If you happen to live near a house-
furnishing store, and can get pieces from cuttings, so much the better.
The boys should furnish small blocks with faces about the size of the
pieces of linoleum, and with a little liquid glue the linoleum may be
fastened to the block.

It is best to begin by designing bisymmetric units, using straight
line forms largely at first; these are simpler and the cutting is easier.
Let each pupil design his own unit, trace it on the linoleum, and cut
the part sharply down at least one-sixteenth of an inch. The process
of printing is similar to that of stick printing mentioned above. In the
Public School anything that would require oil colours should not be
attempted; the problems are to design the unit, to make various arrange-
ments using that unit, and to select the best. Lastly the colour scheme
for background and for unit should be decided.

In grades VII and VIII oblong shapes may be used and also designs
where simple curved forms are made. If the teacher can get examples
of certain Indian designs many useful suggestions for the pupils may be
obtained. All the principles of design may now be taken up and taught
in connection with this work.

The problem of arrangement in connection with surface patterns has
always a large place. The units may be arranged as a stripe pattern,
or in more condensed units. Sometimes two blocks may be made, the
one the reverse of the other, and again various new arrangements may be
made. In the colour scheme, which unfortunately is difficult to illus-
trate, some portion may later be filled in with bright colour properly
related to the general colour, and the effect is wonderfully enhanced. If
the teacher is enthusiastic, the class will generally respond to such
suggestions as these. The creative instinct is thus aroused at the right
time, and if steadily fostered will give a clear insight into the principles
of design and the use of these principles in every-day problems.

A pupil in the junior department surprised his teacher recently by describing a
circle as "a straight line that is crooked all the way round."

Outline of a Year's Course in Nature Study

PROFESSOR G. A. CORNISH, B.A.

Faculty of Education, University ot Toronto. '

IT is proposed to draw up a series of lessons in nature study for eacii
form of the Public School. One topic is presented for each week of
the school term. Care has been taken to so distribute the topics that
the material necessary fpr each will be accessible at the season for which
it is presented. Again, there has been an attempt made to distribute
the lessons fairly among the different topics of the course of study for
Public Schools. To give merely a list of topics is not sufficient; the
teacher requires information regarding the topics and also suggestions
as to the best methods of teaching. It is hoped that The School will
be able as time goes on to present lessons on every one of these topics.
In the meantime the best way to meet the needs of the teacher is to
refer to books in which adequate information can be obtained. And it is
also necessary to confine the number of books within the narrowest
limits in order that every Public School can obtain them for the library.
After each topic a reference is made to the book in which the necessary
information can be obtained. The following abbreviations are used:
Comstock — Comstock's Handbook of Nature Study. School (followed
by month and year) — The School, the issue of the month indicated.
G. & S. — Gregory and Simmons, Lessons in Science. Clark — Clark,
An Introduction to Science.

It is suggested that one formal lesson should be taken in each week,
preferably on Friday. During the early part of the week observations
should be made by the pupils on the topic for that week.

The course for Form IV (Fourth Book Classes or Grades 7 and 8) is
outlined this month; the courses for the other forms will be dealt with
in subsequent issues.

September

(1) 2nd week: Potato beede (Comstock 409, Clark 477) or the Tent

Caterpillar (School, Sept./16).

(2) 3rd week: The Lady Beede (Comstock, 413).

(.3) 4th week: The Pulse Plants (beans, peas, clover). (Comstock
652-8).
October

(4) 1st week: Garden vegetables.

(5) 2nd week: Insectivorous birds (woodpeckers, swallows, swifts,

etc.) (Comstock 69-77, 112).
12921

OUTLINE OF A YEAR'S COURSE IN NATURE STUDY 293

(6) 3rd week: The autumn colours of leaves (Schod, Nov./12 and

NOV./14).

(7) 4th week: Seed-eating birds (goldfinch) — (Comstock, 49); (song

sparrow) — (Comstock, 91).

November

(8) 1st week: Injurious birds: English sparrow (Comstock, 84),

crow (Comstock, 133), hawks and owls (Comstock,
108).

(9) 2nd week: The Fish (School, Oct./14, Comstock, 149).

(10) 3rd week: The Snail (School, June/15, Comstock, 458).

(11) 4th week: The Giant Water Bug.

December

(12) 1st week: The Crayfish (School, Oct./16, Comstock, 466).
Q3) 2nd week: The bark and wood of trees (School, Dec./16).

(14) 3rd week: The evergreen trees (School, Jan./17, Comstock, 789-

801, Clark, 454-5).

January

(15) 2nd week: Air pressure (G. & S., 41-54, Clark, 321, 378-9).

(16) 3rd week: Pressure in liquids (G. & S., 37-41, Clark, 335-9).

(17) 4th week: Capillarity and osmosis (Clark, 439).

February

(18) 1st week: Preparation and properties of oxygen (G. & S., 291-5,

Clark, 50-1).

(19) 2nd week: Oxygen in the air (G. & S., 277-291, Clark, 385).

(20) 3rd week: Preparation and properties of carbon dioxide (G. & S.,

319-29, Clark 60-1).

(21) 4th week: Carbon Dioxide in Nature (G. & S., 319-29, Clark,

57-8).

March

(22) 1st week: Heating houses by stoves, hot-air, hot-water, etc.

(Clark, 21-7).

(23) 2nd week: Cooking by Heat (Clark, 84-90), The Steam Engine

(Claik, 316-7).

(24) 3rd week: Dry Cell, Electric Light, Electric Toaster, Electric

Iron (Clark, 210-4).

(25) 4th week: Magnets, Electric Bell (Clark, 218-220).

April

(26) 1st week: Structure and origin of soil (School, Oct. -Nov. /15).

(27) 3rd week: Conduction of moisture by soil.

(28) 4th week: Mulching and effect on soil.

294 THE SCHOOL

May

(29) 1st week: The Buds of trees (School, Dec./14).

(30) 2nd week : The opening of the buds.

(31) 3rd week: The Root (Clark, 438-9).

(32) 4th week: The Stem (Clark, 440).

June

(33) 1st week: The Leaf (Clark, 440-4).

(34) 2nd week: The Common Grains (Comstock, 660; School, June

/16).
Topics in the Course of Study and lessons dealing with each topic.

1. Injurious and beneficial insects and birds. Lessons 1, 2, 5, 7, 8.

2. Aquatic animals. Lessons 9, 10, 11, 12.

3. Ornamental and experimental garden plots.

4. Tree studies. Lessons 6, 13, 14, 29, 30.

5. Functions of plant organs. Lessons 31, 32, 33.

6. Study of economic plants. Lessons 3, 4, 34.

7. Relation of soils and soil tillage to farm crops. Lessons 26, 27, 28.

8. Air and liquid pressure; capillarity and osmosis. Lessons 15, 16,

17.

9. Oxygen and carbon dioxide. Lessons 18, 19, 20, 21.

10. Practical applications of heat, steam, and electricity. Lessons 22,

23, 24, 25.
Apparatus needed to perform work successfully, with approximate
price: 1 spirit lamp, 50 cents; 1 iron stand, 75 cents; 2 beakers, 50 cents;
12 test-tubes, 30 cents; 2 flasks, 60 cents; 6 rubber stoppers, 50 cents;
3 ft. rubber tubing, 50 cents; chemicals (potassium chlorate, manganese
dioxide, hydrochloric acid, starch, iodine), $1.00.- Total, $4.65.

Book Reviews

Everyday Bookkeeping, by Artemas M. Bogle, A.M. Price 65c. The Macmillan
Company, Toronto. A quotation from the editor's introduction to this work fairly
describes its scope: "Mr. Bogle's book shows the simplicity with which the accounts
of everyday life may be kept, and the application of the principles of accounts to various
interests such as a child with an allowance, accounts of a literary or debating society,
accounts of a baseball team, accounts of a housewife, of a farmer, and of a physician".
The average citizen does not need an elaborate system of bookkeeping. But what
everyone should know, in order to keep his accounts accurately, is very simply arranged
to be taught to children in the last year of their Public School career. s. w. p.

English for Coming Americans, by Peter Roberts. 50 cents. Associated Press, New
York. It is generally recognized by leading educators that a knowledge of a new langu-
age is best and most rapidly obtained through the use of the "natural" or "direct"
method. Dr. Roberts, in this book, explains very clearly how this method may be used
to teach English to adult foreigners. The thirty lessons dealing with domestic, in-
dustrial, and commercial life are admirably suited to the needs of night school teachers.
The chapter on "Action in the Classroom" should be carefully read and re-read by
every teacher of non-English children or adults. j. T. M. A.

The December Competition in Art

DURING the past three months there have been frequent requests
from Public and High School teachers for a renewal of the
Competition in Art. •

The School recognizes the value of such a competition for the
following reasons: (1) A carefully planned competion should be a valuable
guide to the work in Art which the teacher might profitably assign from
month to month. (2) Teachers of schools where the pupils take part
in the competition report increased interest and better work in this
subject. (3) The reproduction of the best pieces of work affords a very
acceptable indication of the character of the work being done in other
schools by children of the same age or grade, and is often suggestive of
improvements that might be made in teaching.

In the January number details of the work to be done for succeeding
months will be announced, also the prizes to be awarded for the best
work in each of the four branches of the Competition.

The Prang Company of New York and Toronto have generously
agreed to supply the prizes. Look for a complete announcement in the
next issue.

Rules for Competitors.

1 . The work must be original and must be so certified by the teacher.

2. All work must be on drawing paper of dimensions either 6" x 9"
or 9" X 12".

3. Drawings must be sent flat — not rolled. Rolled packages will not
be sent on to the committee of judges.

4. Sufficient postage for return must accompany each package. If
this rule is not observed, drawings will not be sent on to the committee.

5. All drawings entered for the December Competition must reach
this office not later than January 10th.

6. The three best pieces of work, if they are deserving, will be awarded
prizes in order of merit — first, second, and third.

7. There are four departments in this Competition and for each there
are three prizes, making 12 prizes to be awarded every month:

A. Three prizes for Forms I and II (Grades 1, 2, 3, 4) of the Public

and Separate Schools.

B. Three prizes for Forms III and IV (Grades 5, 6, 7, 8) of the Public

and Separate Schools.

C. Three prizes for Forms I and II (Lower School) of the Collegiate

Institutes, High and Continuation Schools.
1 295 1

296 THE SCHOOL

D. Three prizes for Forms HI and IV (Middle School) of the Colle-
giate Institutes, High and Continuation Schools.

The work assigned (to be completed during December, and to reach
this office not later than January 10th) is as follows:

Design in any medium a cover for a booklet. (In size this is to be not
smaller than 5" x 7" and not larger than 7" x 10") ■ The design must
show careful lettering and decoration appropriate to the proposed contents
of the booklet. Note that a different cover is recjuired for each of the
four departments.

Public and Separate Schools.

A. Forms I and II (Grades 1, 2, 3, 4).

Cover for a booklet on Christmas Toys.

B. Forms III and IV. (Grades 5, 6, 7, 8).

Cover for a booklet on Winter Sports. ^.

Continuation Schools, High Schools, and Collegiate
Institutes.

C. Forms I and II. (Lower School).

Cover for a booklet on Canadian Trees. (Use Gothic capitals).

D. Forms III and IV. (Middle School).

Cover for a booklet on Industrial Art. (Use Roman capitals).

Book Reviews

English Biography, by Waldo H. Dunn, M.A., Litt.D., Professor of the English
Language and Literature in the College of Wooster. Published by E. P. Dutton & Co.,
New York. xxi-|-323 pages. Price SI. 50. The English and History teachers in our
secondary schools are of necessity interested in English biography, not merely because
the lives of the great men of England's past are sources of inspiration to boys and girls,
and serve to enliven the arid pages of the text-book, but mainly because biography and
history go hand in hand. The chronicle of events is illuminated and understood only
when the personalities in the drama of history are understood. The evolution of
English biography from the earliest church writings of the 7th century down to the
finished, artistic product of the 19th century is clearly described in Professor Dunn's
work, English Biography, recently published in the Channels of English Literature
Series. The value of the account is enhanced by a chapter on " Problems and Tenden-
cies of the Present", in which section the writer quotes from eminent authorities like
John Morley, Rev. E. Edwards, A. C. Benson, and Mr. Gosse, as to the differences
between biography and history, the place of correspondence in biography, the problem
of dealing with genealogical details, and the problem of condensation. Chapters on
English biography as literature, and on a comparative view, reflect the thoughtful
attitude of the \yriter. A very complete list of English biography gives what is needed
to make the book a reference guide to the teacher. Professor Dunn's style is logical
and clear; he moves in his thought by definite steps to definite statements, and nowhere
is the reader left floundering in a bog of theory and criticism. While exception may be
taken to the number of extracts and quotations, yet his choice of extracts and authorities
is apt and pointed. They mark the wide reading and scholarship of the author. He
appreciates English biography as the finest product of world literature, and his praises
are tempered by a sympathetic understanding of the limitations and shortcomings of ■
our earlier biographers. The book is worthy of a place in the library of every teacher
of P2nglish and History. J. F. v.

Educational Books of the Year

[This list is intended for the fju'dancc of teachers who are purchasing^ for the school library or for any
library. Extended reviews of the books mentioned will be tound in vario'is issues of Thk School. The
annotations have, for the most part, been taken from the reviews. Asterisks refer the reader to an
alphabetical index at the end of the list which gives the exact addresses oi publishers.]

English.

The Advance of the English Novel, by William Lvon Phelps, Lampson Professor of
English Literature at Yale. Price ?1.50. Dodd, Mead & Co., New York. 1917. A
book that can be heartily recommended.

English Biography, by Waldo H. Dunn, M.A., Litt.D., Professor cf the English
Language and Literature in the College of Wooster. Published by E. P. Dutton & Co.,
New York, xxi+323 pages. Price ?1.50. The story of the evolution of English
biography. Very useful to teachers of English.

Southern Life in .Southern Literature, selected and edited by Maurice Garland Fulton,
Professor of English, Davidson College. Ginn & Co., Boston. 16mo., ryiQ pages, illus-
trated. 80 cents. A good anthology of the principal writers of the Southern States
during the 19th century.

Poetry, The Renascence of Wonder, by Theodore Watts-Dunton. 296 pages. Price
Jl.7.5. The E. P. Dutton Co., New York. The author looked upon this as one of his
best works. \'aluable for teachers of literature.

Working Composition, hy ]ohnB.Op(\ycke. .337 pages. Price ?1.30. D. C. Heath &
Co., Boston. Intended for boys who will go into industrial life.

A New English Grammar, by E. A. Sonnenschein, D. Litt., Professor of Classics in
the University of Birmingham and Chairman of the Joint Committee on Grammatical
Terminology. 424 pages. Price Jl.lO. (Part I, 25 cents, II, 40 cents, III, 50 cents.)
•Oxford Liniversity Press, Toronto. It adopts the new uniform terminology now used
in England.

English Grammar Descriptive and Historical, by T. G. Tucker, Litt.D. and R. S.
Wallace, M..A., Professors in the University of Melbourne, 175 pages, price 3 shillings.
London, Cambridge University Press; Toronto, *J. M. Dent & Sons. Useful for High
.School work.

The Typical Forms of English Literature, by .■\lfred H. Upham, Professor of English
in Miami University. 281 pages. Price Jl.lO. *Oxford University Press, Toronto.
Very useful for teachers of literature.

The Rudiments of Criticism, by E. A. Greening Lamborn, Headmaster of the East
Oxford School. 191 pages. Price 75 cents. *Oxford University Press, Toronto. A
splendid book for young teachers or senior students.

An Introduction to the English Classics, by William P. Trent, Columbia University,
Charles L. Hanson, Mechanic Arts High School, Boston, and William T. Brester,
Columbia L'niversity. 302 pages. Price 60 cents. Ginn & Co., Boston. Contains
many valuable suggestions.

The Contemporary Short Story, by Harry T. Baker. 271 pages. Price X1.25. D. C.
Heath & Co., New York. A very interesting volume for those who wish to write stories.

Shakespeare Criticism: A Selection. *Oxford University Press, 25-27 Richmond St.,
Toronto. xxvii-f416 pages. Price 30 cents. A great deal of the sanest and best
of the earlier Shakespeare criticism.

The Children's Library, hy Sophie H. PoweW. xiv-|-460 pages. Price SI. 75. E. P.
Dutton Co., New York. A thorough and suggestive study of the problems of the school
library and the children's department of the public library.

The Library, The School and the Child, by J. W. Emery. *The Macmillan Co.,
Toronto. 1917. 215 pages. Price ?1.25. An excellent book.

Practical English for Iligh Schools, by Lewis and Hosic. 415 pages. Price $100.
American Book Co., New York. A useful volume by teachers of wide experience.

Teaching Literature in the Grammar Grades and the High School, by Emma Miller
Bolenius. 337 pages; price ?1..35. Houghton, Mifflin & Co., Boston, An excellent
guide to methods.

English Composition as a Social Problem, by Sterling Andrews Leonard, A.M.,
Instructor in the Horace Mann .School. Price 70 cents. The Houghton Mifflin Co.,
Boston. A very suggestive book.

The Essentials of Extempore Speaking, by Joseph A. Mosher, Ph.D. xv-|-207 pages.
Price JI.OO. *The Macmillan Co. of Canada, Ltd. Useful for teachers of oral com-
position.

1297]

298 THE SCHOOL

Dramatization, by Sara E. Simmons and Clem Irwin Orr. Scott, Foresman & Co.,
Chicago. Practical directions for the teacher, and a fine collection of dramatized extracts
from the English classics.

What is English? by C. H. Ward. Price Jl.OO. Scott, Foresman & Co.. Chicago.
Contains many practical suggestions for the teacher of English.

The Teaching of English in the Secondary School, by Charles S. Thomas, xvi+365
pages. Price ?1.60. Houghton Mifflin Co., Boston. A suggestive book on methods.

English for Coming Americans, by Peter Roberts. 50 cents. Associated Press, New
York. A good explanation of the "direct" method.

Kitchener and Other Poems, hy 'Robert J. C. Stead, xiv + 161 pages. Price ?1. 00.
*The Musson Book Co., Ltd., Toronto. A good selection from the work of a promising
Canadian poet.

The Little Book of Modern Verse, edited by Jessie B. Rittenhouse, 220 pages. Hough-
ton Mifflin & Co., Boston. An attractive collection of poems.

Sir Walter Raleigh. Selections from His Poetry jnd Prose. Edited by Frank C.
Hersey. 109 pages. *The Macmillan Co. of Canada. An interesting collection.

Poems by Alan Seeger. Price ?1. 2,5. *S. B. Gundy, Toronto. Written by an Ameri-
can soldier who fell in the present war.

In the Day of Battle (Poems of the Great War), selected by Carrie E. Holman. Price
?1.25. *Wm. Briggs, Toronto. A good collection of war poetry.

Songs of Gladness and Growth, by James L. Hughes. Price ?1.00. *Wm. Briggs,
Toronto. Poems by an educationist and of interest to teachers.

Persephone, by Katherine Merryman. Price, in paper, 6d. Geo. G. Harrap & Co.,
London. A delightful poetic dramatization of the old legend.

Regiment of Women, by Clemence Dane. Price ?L50. *The Macmillan Co., Toronto.
A good story of a girls' school.

A 5oWz>ro/Z,j/e, by High deSelincourt. Price yL50. *The Macmillan Co., Toronto.
A war story.

The Wanderer on a Thousand Hills, by Edith Wherry. Price ?1.40. *S. B. Gundy,
Toronto. A good story of education in China.

A Country Chronicle, by Grant Showerman. Price ?1.50. *S. B. Gundy, Toronto.
An amusing narrative, very true to life.

Doreen and the Sentimental Bloke, by C. J. Dennis. Price 75 cents. *S. B. Gundy,
Toronto. An amusing series of poems in "cockney" dialect.

Defoe's Robinson Crusoe, eA\ieAhyV^.¥. Trent. 360 pages. Price 60 cents. Ginn &
Co., Boston. A well annotated, illustrated edition.

Representative Short Stories and Selections from American Poetry. 25 cents each.
*The Macmillan Co., of Canada, Toronto. Useful additions to the Pocket Classics series.

English Prose Extracts for Repetition, by E. H. Blakeney, M.A. Price 8(i. Blackie &
Sons, Ltd., London. Teachers of English may find this suggestive.

/ Sometimes Think (sub-title. Essays for the Young People), by Stephen Paget. Pp.
viii-|-155. Price ?1.50. *The Macmillan Co., Toronto. Contains nine clever and
entertaining essays.

Spenser's Faerie Queene, Prose Selections from John Dryden, Poems by John Dryden.
G. Bell & Sons, London. Good editions.

A Book of Narratives. Edited by Oscar J. Campbell, Jr., of the University of Wis-
consin, and Richard A. Rice of Smith College. Cloth. 504 pages. Price ?L50. D. C.
Heath & Co., Boston, New York, Chicago. A book of well-told stdries.

Robin Hood. Price Is. net. George G. Harrap & Co., London. A good edition for
children.

Selected Poems of Wordsworth and Tennyson, edited by E. A. Hardy, B..'\., D.Paed.
*Oxford University Press, Toronto. Price 20 cents. A very suitable text for class work.

Boswell's Life of Samuel Johnson, abridged and edited by Stella Stewart Center, A.M.
.344 pages. Price 25 cents. The A. S. Barnes Co., New York. A good edition for High
School use.

Letters from Many Pens, chosen and edited by Margaret Coult. 314 pages. Price
25 cents. *The Macmillan Co. of Canada, Toronto. An interesting collection.

Short Stories — Old and New, selected and edited by C. Alphonse Smith. 292 pages.
Price 48 cents. Ginn & Co., Boston. A good collection.

The Deserted Village and the Traveller, by Oliver Goldsmith. 52 pages; price 10 cents.
*The Macmillan Co. of Canada, Toronto. Suitable for rapid reading.

Stories in Verse. Selected by V. H. Collins. 176 pages. *Oxford University Press,
Toronto. A good collection of narrative poems.

EDUCATIONAL BOOKS OF THE YEAR 299

Modern Lays and Ballads, selected by R. M. Leonard. 127 pages. Price 25 cents.
*0.xford University Press, Toronto. A good collection for Form I or Form II, of the
High School.

The Globe Poetry Reader. Cloth, 190 pages; price 25 cents. *The Macmillan Co. of
Canada, Toronto. A good collection for the first or second forms of the High School.

Shakespeare's Macbeth, edited by Daniel V. Thompson. Henry Holt & Co., New
York. A useful edition.

Cymbeline in The Granta Shakespeare series. Is. net. Cambridge University Press,
London. *J. M. Dent & Sons, Toronto.

Coriolanus {The Granta Shakespeare). Price Is. net. Cambridge University Press,
London. *J. M. Dent & Sons, Toronto.

Much Ado about Nothing (The Granta Shakespeare). Price \s. Cambridge Univer-
sity Press, London. *J. M. Dent & Sons, Toronto.

King Henry V. (The Granta Shakespeare), edited by J. H. Lobban. Price \s. net.
Cambridge University Press, London. *J. M. Dent & Sons, Toronto. The Granta
editions are all good.

Romeo and Juliet, King Henry V, King Richard III. Price, Is. each; cloth. G. Bell
& Sons, London. Good editions.

Public Schools.

A Study of Fairy Tales, by Laura F. Kready. 290 pages. Houghton Mifflin Co.,
Boston. Exceptionally well done. It deserves the closest study of teachers of elemen-
tar>' work.

A Child's Book of Holiday Plays, by Frances Gillespy Wickes. 209 pages; price
60 cents. *The Macmillan Co., of Canada, Ltd., Toronto. Plays suitable for Public
School Children and practical suggestions for the teacher.

The Leuis Story Method of Teaching Reading and Spelling, by G. W. Lewis. *The
Lewis Publishing Co., Chicago. The unexper'enced primary teacher will find guidance
while the experienced teacher will receive help and inspiration.

The Adventures of Prince Melonseed, by M. Ella Chaffey; 163 pages; price 75 cents.
*William Briggs, Toronto. Very interesting for children.

Language Exercises, by Clara E. Grant. 59 pages. Price Is. dd. net. Evans Bros.,
London. An excellent aid for young teachers; suggestive for experienced teachers.

Stories of the Scottish Border, by Mr. and Mrs. Wm. Piatt. Price Is. 9d. George G.
Harrap & Co., London. Very interesting; a good book for Public School pupils.

Everyday Classics (Third Reader, 48 cents; Fourth Reader, 56 cents; Fifth Reader,
60 cents; Sixth Reader, 65 cents.) *The Macmillan Co., Toronto. These contain a
valuable collection of good stories for supplementary reading or for Composition.

The Snow Image and Other Plays, by E. Antoinette Lugus. Walter H. Baker & Co.,
Boston. 95 pages, paper cover; price 25 cents. These plays are adapted for school and
social entertainment.

A Child's Own Book of Verse. Compiled by Ada M. Skinner and Frances Wickes of
the St. Agatha School. *The Macmillan Co., Toronto. 1917. Three volumes con-
taining approximately 275 choice selections. Price 40 cents, 45 cents, and .50 cents. In
every respect a splendid book.

A Child's Robinson Crusoe, by William L. and Stella H. Nida. 160 pages. 37 illus-
trations. Price 40 cents. The Beckley-Cardy Co.. Chicago. Well told and illustrated.

Nixie Bunny in Faraway-lands, by Joseph C. Sindelar. 160 pages with 94 illustra-
tions in colours. Price 45 cents. Beckley-Cardy Co., Chicago. Thoroughly interesting
to small children.

Ten Boys' Farces, by Eustace M. Peixott. Walter H. Baker & Co., Boston. 107
pages, paoer cover; price 25 cents. Furnishes useful material for recreation centres.

Once Upon a Time, The Story of the Golden Fleece, The Christmas Cuckoo. 6 cents,
6 cents, and 7 cents. *The Macmillan Co., Toronto. Delightful stories for primary
grades.

Stories for the S'ory Hour, by .\da M. Marzials. 256 pages. Price 2s. M. net.
George G. Harrap & Co., London. Appropriate stories for every month in the year;
useful to primary teachers.

Moni, The Goat Boy, by Johanna Spyri. Price 50 cents. J. B. Lippincott Company,
Philadelphia. An interesting story for Second or Third Book classes.

History

The Days of Alcibiades, by C. E. Robinson. 301 pages; illustrated. Price 5s. net.
Edward Arnold, London. Will make an excellent addition to the High School library.

300 THE SCHOOL

Stories for the Hislory Hour, hy Dannie Niemeyer. 253 pages. Price3s.net. George
G. Harrap & Co., London. Furnishes a good course in history for Second Book classes,
grades 3 and 4.

The Story of the French Revolution, by Alice Birkhead. Pages 236. Pricn Is. 9d.
George G. Harrap & Co., London. A most interesting volume.

The Federation of Canada 1867-1917. Price 50 cents. *Oxford University Press,
Toronto. Four excellent essays, sane, authoritative, and inspiring.

Abraham Lincoln, by Edith L. Elias. Price \s. 3d. George G. Harrap & Co.,
London. A good supplementary reader.

Adventures in Polar Seas, by David W. Oates. Price Is. 3d. George G. Harrap & Co.,
London. An interesting book for boys.

Five Hundred Practical Questions in Economics. By a special Committee of the New
England Teachers' Association. Paper. 58 pages. 25 cents. D. C. Heath & Co.,
Boston, New York, Chicago. Useful for study of this subject.

Mediaeval and Modern Times, by James Harvey Robinson. 777 pages; price JL60.
Ginn & Co., Boston. A much improved and attractive revision of Roninson's History of
Western Europe.

The Story of France {1814-IQ14), by J. L. Beaumont James. 463 pages. Price 3s. 6rf.
*Thonias Nelson & Sons, Toronto. Givesthe history of our great ally since 1814.

Defence and Foreign Affairs, by /. A. Lash. 86 pages, price 50 cents. *The Mac-
millan Co., of Canada, Toronto. A carefully elaborated plan for the reorganization of
the British Empire.

Sons of Canada, by Augustus Bridle. *J. M. Dent & Sons, Toronto. Price S1.50.
Every Canadian will find enjoyment in this.

Citizens of the Empire, by Irene Plunket. 168 pages. *Oxford University Press,
Toronto. An elementary text on Empire civics.

The Story of the Buddha, Warwick, the King-Maker, Queen Elizabeth. Price Is. 3d.
each. George G. Harrap & Sons, London. Three good stories for supplementary
reading.

An Introduction to the History of England, by E. L. Hasluck. Price 2s. 6<f. A. & C.
Black, London. *The Macmillan Co., Toronto. Delineates in clear outlines the main
threads of our history.

La Salle {True Stories of Great Americans), by Louise S. Hasbrouck. 212 pages.
Price 50 cents. *The Macmillan Co., Toronto. Gives in detail the story of the life and
explorations of La Salle.

Social Problems, by Ezra Thayer Towne, Ph.D. *The Macmillan Co., Toronto.
Price ?1.00. Written for the general reading public. It is worth reading carefully.

The Dawn of a Ne^v Patriotism, by John D. Hunt, clerk of the Executive Council,
Alberta. Price ?1.00. *The Macmillan Co., Toronto. A book emphatically needed at
the present time

An Introduction to Economics, by Frank O'Hara. 255 pages. Price Sl.OO. *The
Macmillan Co., Toronto. The elementary principles are clearly presented.

Lord Selkirk's Work in Canada, by Chester Martin of the University of Manitoba.
Price $2.50. 'The Oxford University Press, Toronto. An extremely interesting book.

British Colonial Policy, 1783-191,^, by C. H. Currey, M.A., University of Sydney.
*Oxford University Press, Toronto. 266 pages. Price 85 cents. A splendid book for
history teachers and LIpper School students.

The Fall of Canada, 1759-1760, by George M. Wrong, Professor of History in the
University of Toronto. 'Oxford University Press, Toronto. 272 pages. Price ?2.00.
Should have a place in every school and public library.

Lord Kitchener: His Life and Work, by D. A. MacKenzie. 160 pages. Price Is. net.
Blackie & .Son, Ltd., London. A good biography for High School students.

History of England Series, The Cave Boy, by M. A. Mclntyre. Price 30 cents.
Days before History, by H. R. Hall. George G. Harrap & Co., London. Price .30 cents.
Good stories for Second and Third Book classes.

The Dawn of British History (300 B.C.-4S0 A.D.), by Alice Corkran; 250 pages.
Price 40 cents. The Birth of England (450-1066), by E,ste\\e Ross. 250 pages. Price
40 cents. From Conquest to Charter (1066-1215), by Estelle Ross. 2.50 pages. Price
40 cents. George G. Harrap & Co., London. Suitable for Fourth Book classes.

How We Pay Each Other, by S. T. Wood. 149 pages. Price 50 cents. 'The Mac-
millan Co., of Canada. An elementary reader in simple economics.

The Foundation and Growth of the British Empire, by James A. Williamson. 290
pages. Price 75 cents. *The Macmillan Co., Toronto. An introduction to the study
of history.

EDUCATIONAL BOOKS OF THE YEAR 301

How Man Makes Markets, by VV. B. Werthner, in Everyckild's Series. *The Mac-
millan Co. .Toronto. Price 40 cents. Well written and well illustrated.

Nelson's Map Book of the World Wide War. Price 50 cents. *Thomas Nelson & Sons,
Toronto. An e.xcellent book for teacher, student, or general reader.

War Maps. Price 25. each. Battle-Front Map, George Philip & Son, Ltd., London.
Size 46 by 36 inches. Price 2s. dd. net. Useful, clear, large-scale map's

The Russian Revolution, by Isaac Don Levine. 280 pages. Price ;SLOO. *The
Musson Book Co., Ltd., Toronto. A concise account of the revolution.

An Historical Atlas of Modern Europe from lySg to 1914, by C. Grant Robertson and
J. G. Bartholomew. Price SL2.5. *Oxford University Press, Toronto. Illustrates
nearly every important phase of history in the last 125 years.

Lloyd George, The Man and His Story, by Frank Dilnot. 195 pages. Price Sl.OO.
*The Musson Book Co., Toronto. .\ very interesting book.

The Last Days of Fort Vaux, by Henry 'Rovdeau. 227 pages. Price 3i. 6d. *Thonias
Nelson & Sons, Toronto. Gives a good idea of present-day warfare.

Myths of Legends of British North America, by Katherine B. Judson. 211 pages-
Illustrated. Price, SL.'iO. A. G. McClurg & Co., Chicago. Recommended for the school
library.

Modern European History, by Charles Downer Hazen, Professor of History in
Columbia University. Henry Holt and Company, New York. Price ?1.60. To the
teacher of modern history this is a very enjoyable book.

The New Era in Canada, edited by Dr. J. O. Miller, Principal of Ridley College.
421 pages. Price ?1.50. *J. M. Dent & Sons, Toronto. Every Canadian should read
and study this book.

Creek and Roman Mythology, by Jessie M. Tatlock. Price ?1.50. The Century Co.,
New York. .An exceptionally well-done piece of work.

How the Present came from the Past. (Book I — The Seeds in Primitive Life), by
Margaret E. Wells. Price 56 cents. 'The Macmillan Co., Toronto. Outlines man's
(development during the Stone -Ages.

My Book of Best Stories from History, by Hazel Phillips Hanshew. Price ?1.50, net.
Cassell & Co., Toronto. Can scarcely be recommended too highly.

History Maps, Ancient, Mediaeval, and Modern. Ancient Series, 16 maps, by
James H. Breasted, Ph.D., and Carl F. Huth, Jr., University of Chicago. European
Series, 23 maps, by Samuel B. Harding, Ph.D., Indiana University. Price S70.00.
*Denoyer-Geppert Co., Chicago. These maps are sold singly without stand or rollers
at Jl.oO each. An extended review will be found in this issue. They are a great boon
to the teacher of history.

A Note-Book of Mediaeval Hi'tory (A.D. 323-A.D. 1453), by C. Raymond Beazley,
Professor of Modern History in the University of Birmingham. 224 pages. *Oxford
University Press, Toronto. 1917. Price 90 cents. Teachers of history will find it
interesting and suggestive.

Martin Luther, The Story of His Life, by Elsie Singmaster. 138 pages. Houghton
Mifflin Co., Boston and New York. A timely contribution.

Select Treaties and Documents, by R. B. Mowat, M.A. lxiii + 147 pages. Price
2s. net. *Oxford University Press, Toronto. An exceedingly useful book.

The Diplomatic Background of the War, 1870-1914, by Charles Seymour, Ph.D.,
Assistant Professor of History in Yale College. xv-(-311 pages. Price ?2.00. Yale
University Press, New Haven. This work is scholarly and judicial.

The Trail of Tecumseh, by Paul Tomlinson. Price J1.35 net. D. Appleton & Co.,
New York. An intensely interesting narrative.

The United States and The War, by James M. Beck. 46 pages. The Pennsylvania
Society, 249 West 13th St., Nfew York. Helps to a clear understanding of the cordial
relations existing between Britain and the United States.

An Introduction to the Study of International Relations, by A. J. (irant, J. D. I.
Hughes and others. *The Macmillan Co. of Canada, Ltd. 1916. Pp. vii-|-207.
Price 75 cents. A valuable book.

The Empire and the Future, by Sir Charles Lucas and others. *The Macmillan Co.
of (Canada, Ltd. Price 75 cents. This volume is made up of a number of able lectures.

The Ancient World, by Willis Mason West. Revised edition, 667 pages. Allyn and
Bacon, Boston. Well worth a place in any school library.

Selections from Roman Historians, edited with notes by Lindley Richard Dean, Ph.D.,
and Roy Joseph Defarrari, Ph.D. 260 pages. Allyn & Bacon, Boston. Valuable for
sight translation in Honour Latin classes.

302 . THE SCHOOL

A History of Rome, by Philip Van Ness Meyers. Second revised edition, 242 pages.
Ginn & Co., Boston and New York. Price S1.12. An excellent little text.

The Earliest Voyages Round the World, i^iq-iOj/. {Cambridge Travel Books),
edited by P. F. Alexander, M.A. Price 3 shillings. Cambridge University Press. *J. M.
Dent & Sons, Toronto. A good book to add to the school library.

Essentials in Modern European History, by Knowlton and Howe. Longmans, Green
and Co., New York. *Oxford University Press, Toronto. On the whole, the book could
scarcely be improved.

The Greek House, by Bertha Carr Rider. Cambridge University Press. *J. M. Dent
& Sons, Toronto. Price \0s. dd. Presents in compact form the latest results obtained
from excavations in Greece.

The Political History of France, 1789-IQIO, by Muriel O. Davis. Price 75 cents.
*Oxford University Press, Toronto. A useful book for the busy reader.

Europe in the Nineteenth Century, by Professor E. Lipson, M.A. A. & C. Black,
London, 298 pages. Price ?L50. *The Macmillan Co., Toronto. A concise, connected,
analytical account of the internal development of the chief European states after 1815.

The Pupil's Class-Book of English History, by J. S. Lay. Three books of about' 125
pages each. Limp cloth. Price 20 cents each. *The Macmillan Co. of Canada, Ltd.

The Expansion of Europe, by Ramsay Muir. 243 pages. 10 maps. Price J3.00.
Houghton, Mifflin Co., Boston. Thoroughly interesting and very helpful.

The Youth and the Nation, by Harry H. Moore. xvii4-179 pages. *The Macniillan
Co., Toronto. A successful attempt to interest boys in social questions.

England and Germany, hy BernadotteEver\y Schmidt. Pages ix+524. Price ?2.00.
*Princeton University Press. After a very thorough exposition of the historical evidence,
the author takes the side of Great Britain.

The Teaching of Government, by C. G. Haines and others. 284 pages. Price $1.10.
*The Macmillan Co., Toronto. Very timely and suggestive.

Why Britain Went to War, by Sir Edward Parrott. 244 pages. Price 50 cents.
*Thomas Nelson & Sons, Toronto. Should have a place in every High School library.

The Story of Lord Kitchener', ior Grade l\] by A.O.Cooke. 95 pages, price 20 cents.
*Oxford University Press, Toronto. An enjoyable book for Public School pupils.

An Elementary Civics, by McCarthy, Swan, and McMullin. 254 pages. .4 Manual
for Teachers of Civics, by the same authors. Thompson, Brown, & Co., New York.
Good guides to the new civics; intended for junior High School work.

Nelson's History of the War (Vols. XIV to XVH). 45 cents each. *Thomas Nelson &
Sons, Toronto. Every volume of this is good.

Science

Chemistry.

Chemistry for Rural Schools, by Ernest Jones and J. Jones Griffith. 184 pages.
Blackie & Son, Limited, London. Price 'Is. 6rf. Stresses the chemistry of soils, insecti-
cides, fungicides and other material of interest to the agriculturist.

The Ontario High School Chemistry, by George A. Cornish, B.A., Professor of Science,
Faculty of Education, University of Toronto, assisted by Arthur Smith, B.A., Instructor
in Chemistry, Central Technical School, Toronto. Pages v+297. Illustrated. Cloth,
50 cents. *The Macmillan Co., Toronto. A masterly presentation of fundamental
principles and laws.

Introductory Chemistry, by R. A. Gregory and A. T. Simmons; 163 pages. *The
Macmillan Co., Toronto. A suggestive text by two accomplished authors.

Introduction to Modern Inorganic Chemistry, by J. W. Mellor; 684 pages. Longmans,
Green and Co., New York. *Oxford University Press, Toronto. Price ?1.50. One of
the best books of the year in chemistry.

Chemistry in the Service of Man, by Alexander Finlay. Longmans, Green and Co.,
New York. *Oxford University Press, Toronto. 255 pages. Price ?1.60. A readable
book on the practical applications of chemistry; not elementar>'.

Text-Book of Elementary Chemistry, by F. M. Perkin and E. M. Jaggers. 384 pages.
Constable & Company, London. Price 'is. A small text-book such as is common in
Britain.

Inorganic Chemistry for Colleges, by Lyman C. Newell. Cloth. Illustrated. 595
pages. Price ?2.00. D. C. Heath & Co., Boston. A more advanced text-book than
Newell's other well-known texts.

Chemical Discovery and Invention in the Twentieth Century. By Sir William Tilden, •
F.R.S. George Routledge and Sons, London. 478 pages. 75. 6d. A magnificently
illustrated volume on the latest phases of the development of science.

EDUCATIONAL BOOKS OF THE YEAR 303

Applied Chemistry. A laboratory manual for elementary students, by Emery,
Miller, and Boynton. Pages v+212. Cloth. 1917. Lyons and Carnahan, Chicago.
Endeavours to solve a regular "bugbear" for science teachers.

Introduction to Inorganic Chemistry, by Alexander .Smith. Third edition; rewritten.
Pages >;iv +925. Cloth. 1917. The Century Company, New York. A valualile book.

Physics.

Laboratory Manual of General Chemistry, by A. B. Lamb. Harvard University Press.
166 pages. Contains an interesting selection of experiments.

A Brief Account of Radio-Activity, by Francis P. Venable, Professor in the University
of North Carolina. Cloth, illustrated. 60 pages. Price 50 cents. D. C. Heath & Co.,
New York.

A Text-book of Physics, edited by A. VVilmer Duff. Fourth edition. Pages xiv + 692.
14X21X24 cm. Cloth. 1917. ?2.75. P. Blakiston's Son & Co., Philadelphia. Anew
edition of this standard text-book.

Laius of Physical Science, by Edwin F. Northrup. J. B. Lippincott Company,
Philadelphia. 210 pages. Price ?2.00. A statement of each of the physical laws with
reference to literature on the subject.

Practical Experiments in Heat, by Griffith and Petrie, published by Rivingtons,
London, Eng. The experiments are good and require only simple apparatus.

Practical Experiments in Light, by Griffith and Petrie. Published by Rivingtons,
London, Eng.

Electrical Laboratory Course for Junior Students, by Professor Magnus Mclean.
Blackie and Son, London. 120 pages. 2s. Experiments are too difficult for secondary
school students in Canada.

Nature Studv.

Canadian Trees Worth Knowing, by Julia E. Rogers. 250 pages. Price SI. 60. *The
MuBson Book Co., Toronto.

Canadian Flowers Worth Knowing, by Neltje Blanchan and A. D. Dickinson. 250
pages. Price ?1.60. *The Musson Book Co., Toronto.

Canadian Butterflies Worth Knowing, by Clarence M. Weed. 250 pages. Price SI. 60.
*The Musson Book Co., Toronto.

How to Make Friends with Birds, by Niel Morrow Ladd. 228 pages. Price Sl-00.
*The Musson Book Co., Toronto.

Canadian Birds Worth Knowing, by Neltje Blanchan. 253 pages. 48 illustrations in
colour. Price S1.60. *The Musson Book Co., Toronto. All five of these volumes are
attractively gotten up and contain just the information, in just the form, that most
teachers of nature study are looking for.

The Teacher's Book of Nature Study, published by Evans Brothers, London, England.
269 f ages. Price ',is. (id. net. Some very suggestive lessons on common topics.

Jim and Peggy at Meadowbrook Farm, hy W. C. O'Kane. Price 60 cents. 223 pages.
*The Macmillan Co., Toronto. An interesting book for little children.

Bird Friends, by Gilbert H. Grafton. 3.30 pages. Houghton Mifflin Company,
Boston. Price S2.00. An excellent book on birds for the school; contains many things
not usually found in bird books.

Aatuie Study Lessens, by J. B. Philip.. Cambridge University Press, London.
*J. M. Dent & Sons, Toronto. Some excellent lessons on accessible material.

The Bird Study Book, by T. Gilbert Pearson, Secretary, National Association of
Audubon Societies. Price SI. 25 net. 258 pages. *The Musson Book Co., Toronto.
An excellent book for lessons on birds.

Old Crow .Stories, by Katherino B. Judson. Little, Brown, and Company Boston,
l&i pages. Very interesting for children.

Geography.

Geological and Topographical Maps, by Arthur R. Dwerryhouse; 133 pages. Edward
Arnold, London . Price 4s. 6d. Tells how maps are made and explains how to interpret
them.

Essentials of Geography, by Albert P. Brigham, Colgate University, and Charles T.
McFarlane, Teachers College, Columbia, New York. First Book, pages vi+266.
Cloth. 1916. 72 cents. Second Book, vi +426 pages. Cloth. 1916. ?1. 24. American
Book Co., New York. Two magnificent volumes, beautifully illustrated. Gives a good
idea of how attractive a book may be made.

Elementary Economic Geography, by C. R. Dryer; 415 pages. The American Book
Co., New York. A good book, but largely devoted to the United States.

304 THE SCHOOL

Commerce and Industry, by J. Russel Smith. Henry Holt & Co., New York. 596
pages. A commercial geography dealing largely with the United States.

Oceania, one of the series The Continents and their People. 160 pages. Price
55 cents. *The Macmillan Co., Toronto. A geographical reader with many good
maps for third and fourth form classes.

Lands and People Series. Geography Readers of about 350 pp. each; under the
general editorship of Professor Dodge. Rand MacNally & Co., Chicago. 75 cents each.
Each volume deals with a continent. Among the most accurate geographical readers
on the market.

Oxford Geographies, First Series: Elementary Geographies by F. D. Herbertson.
*Oxford University Press, Toronto. Contains -many suggestions for the Canadian
teacher.

Oxford Geographies, Second Series, by A. J. Herbertson. 'Oxford University Press,
Toronto. More advanced than the preceding.

Canada, The Spellbinder, by Lilian Whiting. Pages, 318. Price ?2.00. *J. M. Dent
& Sons, Toronto. An interesting "trip" from coast to coast; well illustrated.

Gener.\l Science.

The World We Live In, edited by Graeme Williams. 3 volumes. The Waverley
Book Co., London. Undoubtedly one of the most notable books of the year; beautifully
illustrated.

An Introduction to the History of Science, by Walter Libby, M.A., Ph.D. The Hough-
ton, Mifflin Co., Boston. A short history of science; contains much information that
will make the science lesson interesting.

Laboratory Lessons in General Science, by Brownwell. *The Macmillan Co., Toronto.
An excellent source book for those teaching physiology.

Laboratory Manual for General Science, by Lev/is E\huff. Cloth. 96 pages. 48 cents.
D. C. Heath & Co., Boston. A good book for teachers of science.

Scientific Method in Schools, by W. H. S. Jones. *J. M. Dent & Sons, Toronto.
36 pages. One shilling. A very suggestive little pamphlet by a classical master.

Science and Education. Edited by Sir Ray Lankester. William Heinemann. One
shilling net. A reprint of a series of lectures delivered fifty years ago on the value of
science.

Experimental Building Science, by J. L. Mason. 6 shillings. Cambridge University
Press. *J. M. Dent & Sons, Toronto. A technical book dealing with the physics and
chemistry of building materials.

The Microscope, by Simon Henry (joge. *Comstock Publishing Co., Ithaca, N.Y.
Price J3.00. An excellent volume on the structure and use of the microscope.

BoT.\NY.

Fundamentals of Botany, by C. Stuart Gager; published by P. Blakiston's Son & Co.,
Philadelphia. 640 pages. Price ?1.50. A text-book with many new features. Any
teacher of science who sees it will want to obtain one.

TAe Poto/o, by Eugene H. Grubb and W. S. Guilford. 542 pages. 90 illustrations.
*The Musson Book Co., Toronto. Price $2.00. A complete account of the potato,
biological, agricultural, and commercial.

A Text-book of Botany for Colleges, by W. K. Ganong. *The Macmillan Co., Toronto.
401 pages. Price ?2.00.' Will become a standard text-book; by a distinguished author.

How to Know the Mosses, by Elizabeth Dunham. Houghton Mifflin Company,
Boston. ?1.25. 287 pages. An excellent manual for the mosses; splendid illustrations.

The Nature and Development of Plants, by Carlton Curtis. Henry Holt and Company,
New York, 506 pages. A good text for Upper School work.

A Glossary of Botanical Terms, by B. D. Jackson. Duckworth & Company. Gives
the pronunication, derivation, and significance of everj- botanical term used in the
language.

Household Science.

Food Study (a text-book in home economics for High Schools), by Mabel T .Wellman.
324 pages. Price ?1.00. Little, Brown & Co., Boston. An excellent book for the
teacher of household science.

The Home and the Family (The Home-Making Series), by Helen Kinne and Anna M.
Colley. Price, 80 cents. *The Macmillan Co., Toronto. ' A supplementary reader in
domestic science.

Elements of the Theory and Practice of Cookery, by Mary E. Williams and Katherine
B. Fisher. Price ?1.00. 381 pages. Illustrated, revised. *The Macmillan Co.,
Toronto. A practical text-book for use in schools. ,

EDUCATIONAL BOOKS OF THE YEAR 305

Physiology and Hygiene.

Crowley's Hygiene of School Life, by G. VV. Hutt. Methuen & Co., London; 427
pages; price 3s. M. net. A standard English text-book.

The Principles of Health Control, by Francis M. Walters. D. C. Heath and Company,
Boston. 476 pages. Is lucid, and can be commended to Canadian teachers.

Human Physiology, by Percy Goldthwaite Stiles. J. F. Hartz & Co., Toronto.
Price ?1.50. A serious statement of the elements of physiology.

General Pedagogy.

How to Use Your Mind, by Jarry D. Kitson, Ph.D., 1916, The J. B. Lippincott Co.,
Philadelphia, 216 pages. Price Sl.OO net. A somewhat elementary, though sound,
treatise on psychology.

Story-Telling, Questioning and Studying, by H. H. Home, Ph.D., 181 pages. Price.
SI. 10. *The Macmillan Co., Toronto. An excellent book for the teacher's own library.

Standard Method of Testing Juvenile Mentality by the Binet-Sinon Scale, by Norbert
J. Melville, Philadelphia. Price ?2.00. J. B. Lippincott Co., Philadelphia. 1917.
Pp. xi + 140. A most convenient manual and one that is urgently needed. i

The Theory of Evolution, by William Berryman Scott; New York. *The Macmillan
Co., Toronto. 1917. vii-|-183 pages. Price ? 1.00. A handy conspectus of the whole
subject.

Manual of Instructions for giving and scoring The Courtis Standard Tests in the three
R's. S. A. Courtis. Issued by the Department of Co-operative Research, 82 Eliot St.,
Detroit, Mich. Revised Edition 1914. Price 8.5c. Contains all the testing material,
instructions, graph sheets, etc., arranged in logical order.

The Preparation of Teachers in Ontario and the United States, by F. \. Jones, B.A.,
D.Paed., Normal School, Ottawa. A valuable book.

Individual Occupations (The Teacher's Book of). Is. 9d. postpaid. Evans Bros., Ltd.,
London, h carefully thought-out method of application of the Montessori principle.

How to Teach, by George Drayton Strayer and Naomi Norsworthy. New York.
•The Macmillan Co., Toronto. 1917. Pp. vii-t-294. Price ?l.oO. Will abundantly
repay a studious perusal.

Experiments in Educational Psychology, by Daniel Starch, New York. *The Mac-
millan Co., Toronto. 1917. Pp. vii + 183. Price 90 cents. Can be confidently recom-
mended to all teachers of elementary educational psychology.

The Vitalized School, by F. B. Pearson. Price ?1.25. *The Macmillan Co., Toronto.
Every teacher should read this book.

The Psychology of the Organized Group Came, by Mabel J. Reaney. Price 55. net.
76 pages. Fourth Monograoh Supplement of the British Journal of Psychology. Of
interest to teachers who have charge of athletics.

Bill's School and Mine, by W. S. Franklin. 'Franklin, Macnutt and Charles, .South
Bethlehem, U.S.A. 1917. Pp. 102, Price ?1.00. A plea for a saner, less artificial, less
formal system of education.

How We Learn: A Short primer of Scientific Methods for Boys, by W. H. S. Jones.
Cambridge liniversity Press, 1916. *J. M. Dent & Sons, Toronto. P[). vii-l-64.
Iric; \s. f>d. \n excellent little book.

New .Standard feacher-Training Course. Part I. The Pupil. Part II, The Teacher,
by L. A. Weigle. *W'illiam Briggs, Toronto. A good f)Ook for Sunday School teachers.

The Rural School from Within, by M. G. Kirkpatrick, Ph.D. Pages, .303. Price
$1.28 net. J. B. Lippincott Co., Philadelphia. A fascinating book, full of constructive
criticism.

An Introduction to Special School Work, by M. F. Bridie. London, Edward Arnold,
1917. Pp, xxii-|-238. The most valuable feature of this work is its thoroughly
practical character.

A Schoolmaster of the Great City, by Angelo Patri. Price ?1.2o. *The Macmillan
Co., Toronto. A most interesting story of school life; it is full of modern ideas.

The Rural Teacher and His Work, by H, W, Foght, Specialist in Rural School Practice,
United States Bureau of Education. 359 pages. Price $1.40. *The Macmillan Co. of
Canada, Toronto. A book every teacher should reafl.

Louis Agassiz as a Teacher, by l^aneCooper. Price $1,00. *The Comstock Publish-
ing Co., Ithaca, N.Y. Every teacher will enjoy this book and will derive profit from it.

Socializing the Child, by Sara A. Dynes. 302 pages. Silver, Burdette & Co., New
York.

306 THE SCHOOL

A Descriptive Bibliography of Measurement in Elementary Stibjects. Harvard bulle-
tins in Education, Vol. V. 1917. Harvey W. Holmes, editor. Pages vi +46. Measure-
ment is receiving a good deal of attention; this bibliography is very useful for those
interested.

Moderns

Cringoire, edited by A. Wilson-Green. Cambridge University Press, l^ondon.
*J. M. Dent & Sons, Toronto. A F"rench prose comedy in one act.

Lower Grade Syntax and Composition, by Moore and Slight. Blackie and Son,
London. 1916. Pp. 128. Price 1/ net. A practical drill-book on French syntax and
composition.

Deux Contes de Paul Feval. Edited by A. C. Larmour. Edward Arnold, London.
Pp. 72. Price 1,' net. Two excellent stories told in simple French.

A School Russian Grammar, by E. G. Underwood. Blackie & Sons, London. A
concise conspectus of the main points in Russian Grammar; no vocabulary.

Standard Russian Copy Books. M. B. Karrachy-Smith. Sampson Low, Marston &
Co., Ltd., London. Useful in teaching the proper formation of Russian letters.

French of To-day, by Pierre de Bacourt and John W. Cunliffe. *The Macmillan Co.,
Toronto. 1917. Price ?1.50. A most interesting and instructive volume.

A Progressive Russian Course, by P. M. Smirnoff. Price Zs. 6d. net. Blackie & Son,
London. In this book the words, phrases, and expressions are taken from everyday
language.

First German Book (Phonetic Edition).- Price Is. &d. A. & C. Black, London. *The
Macmillan Co., Toronto. A good book for beginners.

Aide-Memoire of everyday French Words and Phrases. By Basil Readman. Price
Zs. net. Blackie & Son, Limited, London. A permanent French note-book for students.

Exercises in Spanish Composition, by S. M. Waxman. Price \s. M. George G.
Harrap & Co., London. D. C. Heath & Co., New York. A useful volume.

Der Wilddieb, by R. Myers. Price \s. 8d. George G. Harrap & Co., London.
D C. Heath & Co., New York. One of Heath's Modern Language Series.

Graduated French Dictation, by S. H. Moore. Price 2s. dd. net. Cambridge Univer-
sity Press, London. *J. M. Dent & Sons, Toronto. A convenient aid in prose and
"sight" work.

Marguerite et Ses Amis. Price Is. 6d., French Plays for Children. Price Is. 3d.,
Deutsche Anekdoten. Price 94. George G. Harrap & Co., London. Of interest to
teachers of modern languages.

La Belle Nivernaise, by Daudet, edited with introduction, notes and vocabulary
by James Boielle; ninth edition. *Oxford University Press, Toronto. 148 pages.
Price 25 cents. An excellent edition.

Dupont's En Campagne. Price Is. 9d. net. George G. Harrap & Co., London. A
collection of war narratives.

Quintana's La Vida de Vasco Nunez de Balboa, edited by E. Alex Woolf . Price Is. M.
George G. Harrap & Co., London. The editor's work is well done.

Getz's Practical French Course. Price 2s. 6d. The Educational Company of Ireland,
Dublin. Helps to give a live and practical knowledge of the language.

Merkbuch, by Basil Readman. Messrs. Blackie & Sons, Glasgow. A note book.

Manual Arts.

Manual Training — Play Problems. — Constructive work for boys and girls, based on
the play interest, by Wm'. S. Marten, State Normal School, San Jose, California.
xxvi-|- 148 pages. Price ?1. 25. *The Macmillan Co. of Canada, Toronto. A valuable
contribution to the needs of the modern school.

Toy Making, By Clara E. Grant. 98 pages. Price \s. 6d. Evans Bros., London.
The exercises are for children of from four to six years.

Demonstrations in Woodivork,hy C. S. Van Dusen. Price ?1.15. *The Manual Arts
Press. Peoria, 111. Useful for teachers of manual training.

Woodwork for Beginners, by I. S. Griffith. 78 pages. Price 50 cents. *The Maiiual
Arts Press Peoria, 111. An interesting book for teachers and students of manual training.

Carpentry, by S. I. Griffith. 188 pages. Price ?1.00. *The Manual Arts Press,
Peoria, 111. A book for vocational and trade school students.

Seat Weaving, by L. Day Perry. Price, postpaid, ?1.00. *The Manual .'\rts Press,
Peoria, 111. Tells how to cane and re-seat chairs.

EDUCATIONAL BOOKS OF THE YEAR 307

Mathematics .

Algebra — Theoretical and Applied, including trigonometry and an introduction to the
calculus by A. H. Bell. Blackie & Son, London. 354 pages. Contains a large number
of new examples.

The Supervision of Arithmetic. W. A. Jessup & L. D. Coffman. Pp. 225. Price
$1.10. *The Macmillan Co., Toronto. A distinctively new type of arithmetic.

Art.

Grammar Grade Problems in Mechanical Drawing, by Charles A. Bennett. 68 pages.
Price 38 cents. *The Manual Arts Press, Peoria. A good book.

Practical Drawing, by Harry VV. Temple, Chicago. Cloth; 141 pages; ?1.50. D. C.
Heath & Co., Boston. A good book for teachers of this subject.

The Ideals of Painting, by J. Comyns Carr. Price ?2.00 net. 456 pages, containing
illustrations (120). *The Macmillan Co. of Canada, Toronto. Will be welcomed by
the student of art.

The Book of Pencil Drawing, by E. A. Branch. Price 2/6 net. 63 pages. Evans
Bros., London, Eng. A very useful book.

Methods of Teaching Object and Memory Drawing, by J. Golden. Price 2s. 6</. The
Educational Company of Ireland, Dublin. Will be found suggestive and helpful.

Miscellaneous.

The British Manual of Physical Training, by Lieut. C. F. Upton, R.A.M.C. Price
60 cents. 'The Macmillan Co., Toronto. Those interested in physical training should
read this book.

Keep-Well Stories for Little Folks, by May F. Jones, M.D. School edition, 60 cents
net. J. B. Lippincott Company, Philadelphia. Thirty-eight stories on hygienic sub-
jects.

Amateur Circus Life. By E. Balch. 190 pages. Price ?1.50. *The Macmillan Co ,
Toronto. A new method of physical development for boys and girls.

The Soldier's First Aid, by R. C. Wood, Q.M.S., A.M.C. Price 35 cents. *The
Macmillan Co., Toronto. This is really a manual written in simple, direct language.

Office Practice, by Mary F. Cahill and Agnes C. Ruggeri. 245 pages; numerous
illustrations. Price 90 cents. *The Macmillan Co., Toronto. A good book for com-
mercial classes.

Annual Report of The Schools of New Brunswick, by Dr. Carter. Full of valuable
information.

The Building of Cities, by Harlean James. *The Macmillan Co., Toronto. 1917.
Contains valuable information on the building of cities.

Children's Catalog of One Thousand Books. Compiled by Corinne Bacon, 163 (large)
pages, price ?2.00. The H. W. Wilson Co., New York. A splendid list, conveniently
arranged.

Handwriting in the Light of Present-Day Requirements, by G. C. Jarvis. Price Is. net.
George Philip & Son, London. Teachers of writing will find this suggestive. '

Free-Arm Writing Book, by G. C. Jarvis. Price 6d. net. George Philip & Son,
London. Useful for teachers of the subject.

Be A Man (A Word in Season to Junior Boys), by H. Bucknell. Pr'ce 2s. fid. net.
George G. Harrap & Co., London. A book on "manners and morals".

Listening Lessons in Music, by Agnes M. Fryberger. 276 pages. ?1.25. Silver,
Burdett & Co., Boston. Shows how to develop the "listening habit".

The Book of Wonders, by R. J. Bodmer. Price ?2.50. f)03 pages. Bureau of Indus-
trial Education, Inc., Toronto. Answers children's questions.

Visual Scripture (The New Testament). Price Sd. A. & C. Black, London. *The
Macmillan Co., Toronto. Bible stories with outline pictures for colouring.

Ezra and Nehemiah (Revised Edition). A commentary. Price Is. 6d. Cambridge
L'niversity Press, London. *J. M. Dent & Sons, Toronto.

The F.nglish Country Gentleman in Literature. 96 pages. Price Ij. Asia and Russia
of the Rambler Travel Books. 80 pages each. Price 9d. each. Blackie & Son, London.
Three interesting books.

Our Flag and its Message, by Major J. A. Moss and Major M. B. Stewart, U.S.A.
Price 25 cents. J. B. Lippincott Company, Philadelphia. On the "Stars and Stripes".

The Happy Hero. A letter written before Battle to his Parents by Eric Lever
Townscnd. *The Musson Book Co., Toronto. Price 25 cents.

308 THE SCHOOL

Everyday Bookkeeping, by Artemas M. Bogle, A.M. Price 65 cents. *The Mac-
millan Co., Toronto.

Meditations of Marcus Aurelius. Transla,ted and annotated by J. G. Jennings.
Pages 131. Blackie & Son, London.

Hints that Win Success. Price 'is. &d. net. Evans Bros., London. A treasury of
devices for Public School teachers.

The Post of Honour, by Dr. Richard Wilson. Pages, 160. Price 25 cents. *J. M.
Dent & Sons, Toronto. A book of heroic deeds of the present war for children.

The Book of School Games, edited by C. E. Hodges, M.A., Evans Bros., London. A
real aid to the teacher.

The Teacher's Book of Music for Infants, by Clara E. Grant. Evans Bros., London.
Helpful to primary teachers.

Schemes of Work and Approved Time-Tables. Price 2s. &d. net. Evans Bros., London.
Contains many suggestions.

Number Games for Primary Grades, by Ada Van Stone Harris and Lillian VValds.
Beckley-Cardy Co., Chicago. 1917. Pp. 118. Designed to create an interest in num-
bers through games.

Household Accounting, by William A. SheafTer. Price 65 cents. 161 pages. *The
Macmillan Co., Toronto. The aim is to increase the family savings while raising the
standard of living.

Speaking of Prussians, by Irvin S. Cobb. Price .50 cents. *The Musson Book Co.,
Toronto. A powerful analysis of the Prussian character.

Holly Drill. 15 cent?. Rule Britannia, 15 cents. We'll Fight for the Grand Old Flag,
15 cents. Saluting the Canadian Flag, 15 cents. Britannia, 25 cents. Miss Canada's
Reception, 15 cents. *McClelland, Goodchild & Stewart, Toronto. All of these are
good. See review in this issue.

Bi-lingttal Schools in Canada, by Professor C. B. Sissons. Price ?1.35. *J. M. Dent
& Sons, Toronto. A discussion of a great educational problem.

The Young Folks' Bo»k of Ideals, by William B. Forbush. 580 pages. Price ?2.00.
Lothrop, Lee and Shepard Co., Boston. A fine book for boys.

The Way of the Mountains. 277 pages. 65 cents. The Way of the King's Gardens.
281 pages. 75 cents. The Way of the Stars. 272 pages. 65 cents. The Way of the
King's Palace. 283 pages. 75 cents. *The Macmillan Co., Toronto. Excellent books
for lessons on "Manners and Morals".

Natural Freehand Writing, by John L Haaren. Six manuals of 32 pages each. Per
dozen, 96 cents. D. C. Heath & Co , Boston. Good books on the subject.

Phonics Made Easy (For Teachers and Mothers), by S. B. Sinclair, M.A., Ph.D.
118 pages. Price 50 cents. *The Macmillan Co., Toronto. The book contains a fairly
full and accurate description of the way in which the author recently taught a class of
beginners, in three months, to read easy stories.

Publishers.

' [The firms here mentioned will be glad to give information regarding any of their publications appearing
in the above list. Their advertisements in this issue should be consulted.]

William Briggs, Queen and John Sts., Toronto. — See page i.

Chas. Chapman Co., 91 Dundas St., London, Can. — See page xi.

Comstock Publishing Co., Ithaca, N.Y. — See page xx.

Denoyer-Geppert Co., 460 East Ohio St., Chicago. — See page 311.

T. M. Dent & Sons, 27 Melinda St., Toronto. — See page ii.

Dominion Book Comapny, 36 Shuter St., Toronto. — See page xv.

Franklin, Macnutt & Charles, South Bethlehem, U.S.A. — See page 309.

S. B. Gundy, 25-27 Richmond St. West, Toronto. — (Inside front cover).

G. W. Lewis Publishing Co., 4707 St. Lawrence Ave., Chicago. See page xvii.

McClelland, Goodchild & Stewart, Ltd., 266-268 King St. West, Toronto. — See

page x.
The Macmillan Co., of Canada. 70 Bond St., Toronto. — See page i.
Manual .'\rts Press, Peoria, III., U.S..'^. See page xiii.
G. & C. Merriam Co., Springfield, Mass., U.S..^.— See page 313.
The Musson Book Co., 25 Dundas St. East, Toronto. — See page v.
Thomas Nelson & Sons, 77 Wellington St. West, Toronto.-^See page 315.
Oxford University Press, 25-27 Richmond St. West, Toronto. See inside front cover.
Princeton University Press, Princeton, N.J. See page 316.

THE SCHOOL 309

APPARATUS AND EQUIPMENT

FOR

TEACHING OF AGRICULTURE

WE CAN SUPPLY WHAT IS NECESSARY
Write for Prices

McKAY SCHOOL EQUIPMENT Ltd.

615 YONGE ST. - TORONTO, ONT.

Bill's School and Mine

A Collection of Essays on Education. By Wm. S. Franklin. Second edition,
enlarged. Printed on India paper and beautifully bound. Price $1.00,
postpaid. .Address the publishers, Franklin, MacNutt and Charles,
South Bethlehem, Pa.

These essays are so compact and so forcible that The Independent called the
book "A Package of Dynamite."

From Wisconsin Stale Journal :

"This little book is well worth reading."

P'rom Tke Elementary School Journal (University of Chicago), .'\pril, 1917 :
"Impossible to read these essays lying down."

From Nature, May 10th, 1917 :

"This new edition of Professor Franklin's brightly written essays, with
their advocacy of education in the "Land of Out-of-Doors" and of the
claims of sensible science to a prominent place in school curricula, is
enriched by a new essay on Education after the War."

There is a prominent element of humor running through these essays which
makes them entertaining as well as edifying.

J

When writing advertisers, please mention THE SCHOOL

Hints for the Library

The Political History of France, 1789-1910, by Muriel O. Davis. Price 75 cents.
Oxford University Press, Toronto. This volume tells in brief compass- the story of
the government of France from the Revolution down to 1910. It will prove a useful
book to the busy reader who wishes to know something of the rather intricate and in-
volved course of French politics and government. j. D. M.

A Child's Robinson Crusoe, by William L. and Stella H. Nida. 160 pages with
37 illustrations. Price 40 cents. Nixie Bunny in Faraway-Lands , by Joseph C. Sindelar.
160 pages with 94 illustrations in colours. Price 45 cents. The Beckley-Cardy Co.,
Chicago. These two small volumes are intended for children of grades two and three.
The story of Robinson Crusoe is well and simply told and in this form is easily followed
by a child of six. The illustrations add a great deal to the interest of the story. The
Nixie Bunny volume is one of a series in which Mr. Sindelar uses the natural interest
children have in animals to give the little folks a wide range of information about the
world in which they live. It is a puzzle to adults why rabbits rather than people should
go travelling in these stories, but little boys and girls seem to be peculiarly fascinated
by animal stories, even when the animals are represented as acting entirely like mortals.
The author's style is very suitable to the subject. G. M. j.

Holly Drill (15 cents). Rule Britannia (15 cents). We'll Fight for the Grand Old Flag
(15 cents). Saluting, the Canadian Flag (15 cents), Britannia (25 cents). Miss Canada's
Reception (15 cents.i. The first four of these are drills; the last three plays. The first
five of them are by Edith Lelean Groves; the sixth by J. B. McDougall, B.A., of North
Bay Normal School. All are published by Mc( lelland, Goodchild & Stewart, Toronto.
They furnish what many teacher^ are looking for at this time of year — good, patriotic
entertainment adapted to the abilities of Public School children. Even the smallest
rural school can undertake an evening function based on one of these drills or plays.

vv. J. D.

Ancient- Mediaeval- Modern History Maps, by Professor J. H. Breasted and Prof. C.
F. Huth, Jr., of the University of Chicago, and Professor S. B. Harding of the University
of Indiana. The Denoyer-Geppert Co., Chicago. This series of historical wall maps is
a noteworthy and very welcome addition to the equipment available for the teacher of
history. The senior partner in the Denoyer-Geppert Co. was a successful teacher in
High Schools and later in a Normal School. As a result he has planned a series of maps
suitable for class-room use, and has secured the services of scholarly teachers, who have
produced maps accurate in detail and eminently useful. There are 16 sheets, 44X32
inches, on Ancient History and 23 on European and British History. In many cases a
sheet contains valuable insets besides the main map. The maps on ancient history,
which show the results of recent archaeological research, illustrate very satisfactorily
not only the wars and the political divisions of the ancient world, but early settlements,
colonization, trade routes, and the areas of production of articles of ancient commerce.
The maps on European and British history, while not as complete as one could wish,
are a very fine collection indeed. Nearly all are valuable, but a few might be mentioned
as particularly striking. The maps illustrating the Barbarian Invasions show the
original homes of the invading tribes, the routes followed, the final locations of the
invaders, and the kingdoms founded by them. The large and small maps on the Cru-
sades show, not only the states of Europe and the routes followed by the Crusaders,
but also the Christian states founded in Syria, and the territorial divisions of the Moham-
medan world at various periods. Maps to illustrate mediaeval conmierce and the
Industrial Revolution in Great Britain emphasize a feature of European history that
is sometimes neglected by map makers. The growth of the modern kingdom of Italy
and the territorial changes in the Balkans 1683-1914 are well illustrated While most of
the maps deal with European history, five of the sheets are devoted to British history
and would be useful either to Public or High School teachersof British history. Canadian
teachers will be glad to learn that a series is being i:re[ aredon American history, which will
illustrate not only the history of the United States and of Latin America, but the history
of Canada as well. The colours of the maps are well selected and clear; unnecessary
details are omitted; and, as a result the maj s are quite satisfactory for use in thcordinar)'
class-room despite their moderate size. The publishers are showing their good judg-
ment by selling them either in sets or singly, and in a variety of mountings. History
teachers should certainly investigate the merits of the^ maps. G. M. j.

13101

THE SCHOOL

311

Designed by Educators — Edited by Scholars — Produced by Craftsmen

NEW HISTORY MAPS

{See the coupon)

Fill in, cut out* and mail tliis coupon.

S 12/17

DENOYER.GEPPERT CO.. School Map Publishers

400 East Ohio St., CHICAGO.

Send me particulars on Breasted Ancient, Harding European and
Hart American History Maps. My name, school connection, and
address are in the margin below.

When writing advertisers, please mention THE SCHOOL.

Notes and News

[Readers are requested to send in news items tor this department]

Miss Anna F. Almas, B.A., is on the staff of Wallaceburg High School.

S. J. Mathers, who has been teaching on the Indian Reserve near
Thaniesville, has been transferred to a similar position on the Christian
Islands.

P. K. Hambly, B.A., L. D. McCamus, R. E. Dewar, and J. T. H.
Russell, B.A., of the class of 1915-16 in the Faculty of Education,
Toronto, have enlisted for overseas service.

The Dundas Public School Board has appointed Miss Margaret Scott
as nurse at the regular teacher's salary. Miss Elva Tucker of Orono,
Miss E. Hepburn of Stratford and Miss B. L. Thompson of York are
three new teachers on the staff of Dundas Public School.

G. A. Cole, for several years Principal of Central Public School,
Orillia, has been appointed Senior Master in the Institute for the Blind,
Brantford.

Miss Ada M. Adams, B.A., formerly of Beeton, is teaching moderns
and English in Richmond Hill High School.

Roy E. Wagar has removed from Wensley, Ont., to Venn, Sask.

Further news of the class of 1916-17 in Stratford Normal School is as
follows: Miss Agnes Mackay is at R.R. No. 3, Blyth; Miss Laura G.
Ament is at R.R. No. 1, Seaforth; Miss S. H. Wyatt is teaching the
junior room in Carlingford Public School; Miss Irene M. Walton is at
R.R. No. 1, Bradford.

A reader sends in the following items: Mr. Jefferson of Oliphant is
atS.S. No. 6, Howick, R.R. No. 1, Gorrie, Ont.; Miss M. Ries is teaching
near Moorefield; Miss Mare E. Brown has removed from Goldenburgh
to the Public School in Wood, Ont.; Miss Gertie Gould is teaching near
Wood; Miss Andrews of Durham is teaching in Lakelet Public School;
Miss E..Cook, formerly of No. 6 Howick is on the staff' of Fordwich
Public School; Miss Bowers of Wroxeter is at Johnston's School, R.R.
No. 2, Clifford; Miss Pace is teaching in No. 3 Wells; Miss M. Harding
of last year's class at Stratford Normal is teaching in No. 7 Howick;
Miss May Clarke is near Harriston this year; Miss Via Carter is teaching
in Clifford Public School; Miss M. Ross and M'ss Stanley are again on
the staff of Clifford Continuation School; Miss Cox of Goderich is teach-
ing near Bancroft, Ont.; Miss Halliday is again teacher in the Monk
Road School near Bancroft; Sampson Yates, formerly of Dunn's Valley
School, is engaged in a munition plant at Sault Ste. Marie; Miss Jackson
of Wood, Ont., is teaching in Peterboro Collegiate Institute.

*It is necessary to hold over several news items this month on account of lack of

space.

(312)

THE SCHOOL

313

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THE SCHOOL

Alberta

Miss EK'elyn Lees, the Grade VHI and Art teacher at Stettler for
the past three years has taken charge of a rural school near her brother's
homestead. Both her brothers enlisted. The younger, who took his
Grade XI exarnination at Stettler last year, was killed in action at Vimy
Ridge.

George Crawford is now Principal of the Consolidated School at
Alix, succeeding Miss Gill who recently became Mrs. (Rev.) Little.

The annual convention of the Calgary and High River Teachers'
Association met in Calgary the latter part of October. The attendance
was large and a very full program was carried out. Features of the
Convention were addresses by Rev. C. E. Bland, Calgary, and Dr. W.
A. Mclntyre, Principal Normal School, Winnipeg.

Miss Celia M. Gamble, who has been teaching at Wetaskiwin since
the beginning of the year, was recently appointed to the staff of the
Crescent Heights 'Collegiate, Calgary, as instructor in English and art.

Miss Barbara Horner, formerly of Macleod, is now teaching in the
Consolidated School at Lomond, Alberta.

New Brunswick

Dr. W. S. Carter, Chief Superintendent of Education, recently went
to Victoria, B.C. He will visit the most important schools there, and
on his return will visit some of the leading schools in Edmonton, Calgary
and Winnipeg.

Teachers' Institutes. On September 27th and 28th, Northumberland
County teachers held their Institute at Chatham. The program in-
cluded papers on writing by Sister St. Stanislas; Co-operation Between
Parents and Teachers, Perley Quail; The Study of Plants, Haviland P.
Hovey; Nature Study, Miss Nellie Stothart; an illustrated lesson on
insects by Wm. Mcintosh, Provincial Entomologist, and talks on school
gardening and nature study by R. P. Steeves, M.A.

A public meeting was held on the evening of the 27th when addresses
on education were delivered by P. G. McFarlane, M.A., Inspector of
Schools, Mayor Snowball and others.

The Charlotte Co. Teachers' Institute was also held on the 27th and
28th of September. The attendance was large, and the interest good.
Papers were read as follows: Nature Study — School Gardens, by Miss
Gertrude C. Coughlin; Primary Hand Work, Miss Florence A. Osborne;
English Composition, Grades 6, 7, 8, Miss Sara McCaffrey; Writing,
Miss Helen Young; The War, James Vroom, M.A., Secretary St. Stephen
School Board; Reading, Miss Margaret Lynds, Instructor in Provincial .
Normal School, Fredericton; High School Mathematics, L. A. Gilbert,
B.A.

THE SCHOOL 315

BOOKS FOR THE SCHOOL LIBRARY

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RAILWAYS, by Geo. S. Dickson, showing the development of railways
from the opening of the first line in 1830 to the present time. 48 coloured
plates and numerous diagrams ----- 85c. post-paid

SHIPS AND SEAFARING, by Arthur O. Cooke— describes all types of
ships — from the coracles of the early Britons to the liners of to-day.
48 coloured plates. 85c. post-paid

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HUNGARY, by A. B. Yolland.

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Each volume contains maps and sixteen plates. - $1.26 each post-paid

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GEOLOGY, by A. R. Dwerrvhouse. This new volume is as fascinating
as its predecessors in the same series. Coloured frontispiece and 16 black
and white plates. $1.25 post-paid

THE MADONNA OF THE GOLDFINCH, by Amy Steedman. A collection
of charming stories of Italy for children, beautifully illustrated in colour.

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OLD PETER'S RUSSIAN TALES, by Arthur Ransome. A delightful collec-
tion of Russian fairy tales, illustrated in colour and black and white.

$1.76 post-paid

THE FAIRY SCALES, by Gladys Smythe. A book of new and original fairy
tales conveying in allegorical form simple lessons of kindness and un-
selfishness. Charming illustrations in colour and black and white.

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316 THE SCHOOL

Quebec

Owing to deficits in last year's accounts, the Protestant School Com-
missioners of Montreal have decided to apply for special legislation
authorizing the Board to issue more bonds and to raise the Protestant
School taxes to six mills, an advance of one mill from the present rate.

The Board made arrangements for various prominent citizens to
address the teachers of various schools on the subject of the Victory
Loan. There was a large attendance of teachers, and steps will be
taken to use their services to popularize this newest war loan.

The Secretary's report showed a total enrolment in the High School
classes of 1,429, an increase of 61, with 49 classes and a staff of 75, and
an average attendance of 29.2 per class. The elementary schools showed
ani^enrolment of 21,674 the average attendance per class being 37.1.
The total enrolment for all schools left a net increase of 496. It was
stated in the report that the decreases in some schools had been due to
the falling off in immigration consequent on the war.

The school for crippled children in connection with the Children's
Memorial Hospital has at present sixty-one pupils on the roll under
one teacher. An application was made for an additional teacher, owing
to the special nature of the work, and the individual attention required
for each child. The Board agreed to this appointment.

VALUE OF THE CLASSICS

EDITED BY DEAN WEST
Dean of the Graduate School, Princeton University.

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^

5/7

Vol. VI. TORONTO, JANUARY, 1918 No. 5

" Recti cultus pectora roborant "

Editorial Notes

Happy The year 1918 has opened and the familiar

New Year. greeting is in use. Perhaps it expresses confidence;

perhaps, hope; perhaps both. The last few years
have, in some respects, changed its meaning for everyone.

New resolutions will be made (and broken) as they have been made
and broken sirfce New Years were known. But the very making of
them and the attempts to avoid breaking them tend to produce a higher .
standard of efficiency.

What resolutions do teachers make? Pupils, and parents, would
sometimes be interested to know. Do they resolve to teach more care-
fully, to be more sure that what they say is understood, to be more
patient with dull and thoughtless boys and girls, to be more cheerful
and more even in temper, to avoid "nerves", to judge less harshly, to
punish less frequently and less severely, to avoid wasting their own or
their pupils' time, to make every minute count, to exert a greater in-
fluence in the community, to make some improvement in their own
attainments? It may be that these and many more will be in the list
that instinctively takes form in the ambitious teacher's consciousness.
And it is probable that most of them will be kept much more faithfully
than they could be last year or the year before.

Ian Hay calls teaching the most poorly paid and the most richly
rewarded of the professions. Whether this be true or not depends on
the efforts of the individual. Payment and reward are in direct pro-
portion to the thought and the energy expended. Both may be good,
both poor; either one large, the other meagre; this condition rests
with the teacher. The New Year will bring many obstacles; it will
bring also many opportunities. To surmount the former, to make full
use of the latter, will make 1918 a Happy New Year.

Admission to References were made in the October and

High Schools. November issues of The School to recent Amend-

ments to the Ontario Regulations which affected
Teachers' Institutes and teachers' certificates. The same Amendments

[3171

318 THE SCHOOL

made changes in the law with regard to admission to High and Con-
tinuation Schools. Night High Schools are distinct from Day High
Schools, and the careful definition, in these Amendments, of the con-
ditions of admission to the Night High Schools is unconscious testimony
to the strength of the Night High School movement. Although little
more than five years old these Schools have become an important agency
in the training of young men and women of the work-a-day world for
matriculation into the universities and learned professions.

To stem a current which in some Public Schools threatened to run
in the wrong direction, a new condition of admission to the Da>- High
Schools provides that at least one of the supplementary works in English
literature to be read by each candidate shall be poetry. Another con-
dition provides that the standing of candidates in the subject of writing
shall be determined partly by their answers to questions on the ex-
amination paper in writing and partly by the handwriting in their
answers to the examination paper on another subject to be selected by
the examiners after the completion of the examination. Thus the candi-
dates will be judged by what they know about writing and by their
manner of writing when unhampered by the fear of the examiner. A
third condition will affect the status of history. About 1900 literature
and history were dropped from the list of examination subjects for
admission to High Schools. What was best in these subjects, it was'
urged, was of the spirit — intangible and imponderable. A written ex-
amination could not reveal it. It might, indeed, obscure it. In a year
or two literature came back to its old place among the examination sub-
jects. And now these Amendments provide for the return of history
in 1919. It has taken years to balance the account in history. On the
one side stood the statement that history could not lend itself to very
satisfactory treatment in the written examinations of Public School pupils.
On the other side stood the statement that, dropped from the list of
examination subjects, history would be neglected in the classroom. Time
has not disturbed the first statement. It has proved the second state-
ment to the hilt. And time has added two items to the account. There
is a new type of text book in history. There is a new type of examina-
tion paper in history. The Department of Education has closed the
account and history returns to the list of examination subjects in 1919.

On the whole the changes in the Regulations for admission to the
Day High Schools are not important, but even in its least important
changes the Ontario Department of Education never consciously neglects
the big planks in its educational platform. There is the plank — higher
educational standards. These Amendments provide for special con-
sideration for candidates who have obtained the required aggregate of
marks but who have failed by not more than 10 marks in one subject.

EDITORIAL NOTES 319

Former Regulations gave a latitude of 15 marks. There is the plank —
better pay for teachers. For the various services of the examiners for
admission to the Day High Schools — and these examiners are all teachers
or inspectors, it must be remembered, — the new rates of payment repre-
sent an increase of 20% over the rates hitherto in force.

Faculty of The Reunion of former students of the Toronto

Education Faculty of Education in the Easter holidays of 1917

Reunion. was very successful. A Second Reunion will be

held during the meetings of the O. E. A. next Easter. Every ex-student
of the Toronto Faculty should make a note of this gathering of his
fellow-students, send his name to the Secretary of the F. O. E., Toronto,
for particulars, and then attend the Reunion. Toronto and the Reunion
should be their watchwords for next Easter!

The Marking Some teachers of English hope that the in-

of Essays. tolerable burden of correcting large numbers of

compositions in great detail may be lightened, and
the results in composition improved, by using the so-called laboratory
method of teaching English. Personal instruction would replace much
of the class work now done, and it would be quite unnecessary for
teachers to spend long, weary hours putting red or blue hieroglyphics
on compositions. The following paragraph expresses well this new view.
For the teacher, in the first place, it does away with most of the drudgery of theme
correcting — the curse of red ink. And what a curse this is! One hundred themes a
week, of .300 words each, means 30,000 words a week and upward of 1,000,000 words a
school year. It is my firm conviction that there is nothing more stultifying than such
work — and it frequently does more than stultify: it produces nervous wrecks who
sooner or later are compelled to give up the struggle. To number with red ink the
grains of corn in a granary would be just as edifying to any mentally alert person as
to bend over a desk day after day patiently pouring out red ink over misspelled words,
crude grammar, and nondescript sentences. If wes hould examine those red marks
carefully, we should find them written with the teacher's life-blood. And what does
all this red ink accomplish? Very little. The pupil, for the most part, does not under-
stand those hieroglyphics in red, and if he does he ignores them and proceeds to make
the same mistakes the next time. The reason is obvious. There is very little person-
ality or compelling force in red ink, but there is tremendous compelling force in the
living word of a sympathetic teacher. I have frequently been astonished at the apparent
lack of interest on the part of otherwise painstaking pupils in heeding written correc-
tions, and more astonished at their manifestation of interest when they are told of
these same errors. What should we think of a parent who would attempt to correct the
mistakes of his children by means of written symbols? The simple truth is that the
average boy or girl has a profound respect for the spoken word of a sympathetic teacher
or parent, but he is not to be reformed by dead symbols. (Walker in The English Journal
October, 1917.)

320 THE SCHOOL

Rural An editorial writer in a contemporary educa-

Leadership. tional journal makes the statement that "com-

munity leadership is not possible for our teachers".
If he was thinking of the full blossom, the perfected flower, of achieve-
ment some might be inclined to agree with him. But why expect so
much at the very outset? Why not encourage any progress in the right
direction provided it means improvement in present conditions?

Other writers, too, refer to the futility of expecting much in the way
of leadership from the "immature girls" who teach in so many rural
schools. But is such criticism justified? Is it not true that enthusiasm,
energy, and personality make for success in teaching as in other pro-
fessions? Without these, experience and maturity are apt to sink to a
dead level of monotony; with them immaturity as well as experience
can accomplish wonders.

In an article in this issue Miss Jean S. MacGregor of Harwich points
out several means by which a teacher may exert an influence in the com-
munity. In discussing improvements to the external appearance of the
school property she uses a striking sentence, "Get a lawn-mower and
make a start". This may seem a very unpretentious beginning but
"great oaks from little acorns grow". The teacher who arranges for the
use of a lawn-mower will not need to push it; there will be plenty of
strong, young arms eager to do the work. Not all teachers will begin
with the lawn; the article mentioned suggests other points of contact.
The important thing is to begin; then progress becomes easy.

"But teachers are paid (and poorly paid) to work from 8.45 a.m. to
4.00 p.m., and after that there are lessons to prepare and papers to
mark. Why do work for which there is no remuneration? Why give
up leisure time to thankless tasks?" Such objections have been heard
and may be heard again. Does any professional man or any business
man hesitate to spend long hours in work which, for the moment at
least, means nothing in additional remuneration but which may mean
much in future advancement? The teacher's hours of labour are rela-
tively short; many others work longer during the day and have, on the
whole, as much extra work to do. The mechanic or the labourer is
usually paid "time and a half for over-time". For well-directed effort
outside of school hours the teacher is paid more than this, though the
payment may not come on "pay-day". The reward comes in pro-
motion, in influence, in the consciousness of service well performed.
Why not strive to be a citizen as well as a teacher — a force in the com-
munity as well as an employee of the community?

"Father," said a little boy one day, "where is atoms?" "Atoms, my son! You
mean Athens, surely?" "No, father — atoms, the place where things are blown to."

The Development of the Imperial Conference

G. M. JONES, B.A.
Faculty of Education, University of Toronto

THE present war marks the end of an epoch in British history. We
cannot tell what the future has in store for the Empire, but we
ought to study the history of the past, and to learn from it all
we can for our guidance in the trying period that will come after the
close of the war. The year 1887 likewise marks the end of an epoch,
the period of "Little Englandism", when responsible British statesmen
looked forward complacently to the time when the colonies would
choose to leave the Empire. Between 1887 and 1917, on the other
hand, a growing attention was given to the problem of how the bonds
of empire might be strengthened. The theory of successive "hivings off"
gradually fell into disrepute, and the British public came to believe,
not only that all the colonies might be retained within the Empire,
but that the power and glory of the Empire depended upon such retention.
Between 1887 and 1917 six regular and two subsidiary conferences
have been held for the purpose of strengthening the Empire. At first
they were called "Colonial", but since 1907 they have been called
"Imperial", and have come to be regarded by many thoughtful people
as the most important agency for co-ordinating the activities of the
self-governing parts of the Empire, and of gradually working out a
more satisfactory form of political organization.

London, 1887. — The first conference met in London in 1887 on the
occasion of the golden jubilee of Queen Victoria. The British Govern-
ment was led to summon it by popular enthusiasm over the recent
participation of colonial troops *in Sir Garnet Wolseley's campaign in
Egypt, and by a desire to secure, if possible, colonial assistance in
bearing the ever-increasing burdens of the Empire. It was a period
of great anxiety. There was continual trouble with Ireland. The
Boers and the Zulus had been causing trouble in South Africa. An
expedition up the Nile against the Mahdi had ended disastrously at
Khartoum. The Russian attitude toward Great Britain was so threaten-
ing in 1885 that war was considered imminent, and the Australasian
colonies were worrying over their comparatively defenceless condition.
Such a time seemed very opportune for the summoning of colonial
representatives to meet the Secretary of State for the Colonies. This
minister issued the invitations, acted as chairman of the Conference,

[3211

322 THE SCHOOL

decided that representatives of the press should not be admitted to
any but the opening meeting, and reserved the right to decide the mode
of treatment of any subject. Both he and Lord Salisbury, who as
premier made the opening address, deprecated the discussion of the
constitution of the Empire, and laid stress on defence. '

Out of twenty sittings ten were devoted to the question of the naval
defence of Australia and New Zealand. These colonies were so impressed
with the danger from Russia, and from the colonial activity of France
and Germany in the southern Pacific, that they not only wished a larger
British fleet stationed in their vicinity, but were anxious that it should
be tied there at least in time of peace. Moreover, they were willing to
pay something for this additional protection. The British Government
objected strongly to the principle of a tied fleet; but, in order to establish
the principle of colonial contribution to naval defence, finally agreed
that, in return for an annual contribution of £126,000, a certain number
of additional ships should be stationed in Australasian waters, and
should not be withdrawn in time of peace except with the consent of
the contributing governments. Thus was established a system which
lasted down to 1912.

Next there came up the question of the defence of certain harbours
and coaling stations in Australia and South Africa which were of com-
mercial importance to these colonies, and of strategic importance to the
British navy. The colonial representatives were anxious to establish
some basis of contribution, but the British Government contented itself
with simply getting from each colony all it could. It is interesting to
note in this connection that, although Great Britain was still paying
for the fortification of Esquimault and Halifax, the British representa-
tives did not urge that Canada should either assume the maintenance
of these stations, or contribute to the upkeep of the British navy.

Both Queensland and Cape Colony had suggested that the question
of imperial preferential trade should be' discussed, and their representa-
tives came armed with definite proposals, which met with a good deal
of support from the other colonial statesmen. But the British people
were firmly wedded to free trade, and nothing definite resulted from
this discussion of a question which was to come up at every conference
for thirty years.

Many other questions were discussed, some of them of great import-
ance, but one is of more interest than the rest to Canadians. Mr.
Sandford Fleming, one of the two Canadian representatives, persuaded
the Conference, despite the lobbying of the Eastern Extension Telegraph
Co., to vote in favour of a survey to determine the feasibility of laying
an all-British cable between Canada and Australia.

DEVELOPMENT OF THE IMPERIAL CONFERENCE 323

Ottawa 1894, — Two questions discussed at the Conference of 1887
continued to claim the earnest attention of colonial statesmen — pre-
ferential trade and a Pacific cable. The Canadian Government became
more and more convinced of the importance of preferential trade within
the Empire, and Mr. Fleming kept up an unremitting agitation in
favour of a Pacific cable, with the result that the Government of Canada
issued invitations for a conference to be held in Ottawa in 1894 for the
discussion of commercial relations between Canada and Australasia.
The question of preferential trade was discussed at great length, and
the desirability of a general system of trade preferences between the
self-governing parts of the empire was so clearly and forcibly urged
by the Canadian ministers, Hon. George E. Foster and Hon. Mackenzie
Bowell, that the Conference decided almost unanimously in favour of
such a system. A year after this, the Conservative Government of
Canada was defeated in a general election, but the new Liberal Govern-
ment under Sir Wilfred Laurier brought in a measure granting a prefer-
ence of 12J% to British goods, which was later increased to 25%, and
finally to 33i%.

Mr. Fleming once more urged the importance and the feasibility of
a Pacific Cable, and, in spite of the determined opposition of a cable
trust, persuaded the Conference to take such action that in 1902 a
Pacific cable, the property of the co-operating governments, was com-
pleted at a cost of $1,800,000.

The conference of 1894 is usually called a subsidiary one. It was
summoned by one of the colonies. Moreover, the British Government
was represented only by the Earl of Jersey, who was not allowed "to
bind Her Majesty's Government, or to express views on their behalf".
Yet this Conference, which is given scant attention by some of the
historians, had very improtant results.

London 1897. — Many very important things happened between
1894 and 1897. The Liberal Government of Lord Roseberry was
replaced in 1895 by a Conservative one under the Marquis of Salisbury.
A few months later, the unfortunate "Venezualan Affair" came up to
disturb the good relations between Great Britain and the United States.
On January 1st, 1896, Dr. Jameson undertook his wild raid into the
Transvaal, and on January 3rd the world was startled by the Kaiser's
famous telegram to President Kruger, which was answered by the sailing
of Great Britain's Flying Squadron. A few months later still, the
Anglo-Egyptian advance up the Nile against the Khalifa was begun.
The next year, Canada granted a customs preference to British goods.
At the same time, active negotiations were going on in Australia looking
to the federation of the Australian colonies. Surely it was an appropriate

324 THE SCHOOL

time for anxious care about the defence of the Empire, and for an attempt
to draw the colonies closer to the Mother Country.

The Colonial Secretary of the day was Hon. Joseph Chamberlain,
who had chosen what, up to that time, had been regarded as a second-
rate post, in order to carry into effect his ideas concerning the consolida-
tion of the Empire. He sent invitations to the prime ministers of the
self-governing colonies to attend a conference in London on the occasion "
of the Diamond Jubilee of Queen Victoria. Eleven colonial premiers'
assembled, and Canada was represented by Sir Wilfred Laurier. In
his opening address Mr. Chamberlain proposed three main topics for
discnssion, the political relations of the colonies to Great Britain, defence,
and commercial relations. He advocated the creation of a central
council to which the colonies would send representative plenipoten-
tiaries, not mere delegates. He rejoiced that Australia had already
set an example of contribution to the navy. Finally, he proposed that
the delegates should consider carefully how the commercial bonds of
the Empire might be strengthened. Mr. Goshen, First Lord of the
Admiralty, urged that all the colonies should give cash contributions
towards the upkeep of the British fleet. The Secretary of the Colonial
Defence Committee explained the military measures the colonial govern-
ments should take, and the premiers present promised to take his sug-
gestions under their serious consideration when they went home. But,
in spite of the efforts of the most forceful Colonial Secretary Great
Britain had ever had, almost no progress was made. The premiers ex-
pressed their unanimous opinion "that the political relations between
the United Kingdom and the self-governing colonies are generally satis-
factory under the existing condition of things". Only in the matter of
trade did they suggest any change. They urged "the denunciation at
the earliest convenient time of any treaties which now hamper the
commercial relations between Great Britain and her colonies", and
undertook to confer with their colleagues as to what preferences might
be given to the products of the United Kingdom. As the debates of
this conference have never been published, we are left to conjecture
why so little was accomplished. Judging, however, by the records of
other conferences, we may well believe that the growing national feeling
of the larger colonies was an effective bar to any scheme for a
central executive, and that the long-established devotion of the Mother
Country to free-trade prevented even Mr. Chamberlain from arranging
reciprocal trade preferences between Great Britain and her colonies.

{To be continued)

Primary Department

Deloro Public School.
Send in a "snapshot" of your school for reproduction on this page.

DEL(JRO is a prosperous mining village, about thirty-five miles
north of Belleville. In February, 1917, the new Public School
was opened. It is built of cement, is thoroughly equipped, and
modern in every respect. The present enrolment of 38 includes English,
Irish, Australian, Finnish, and Canadian pupils. During the past summer
there were twenty-three garden plots in front of the school. Both
teacher and pupils found the work interesting and profitable. The
school is in charge of Miss Tena E. Oswald who graduated from Stratford
Normal School in 1913.

Enquiries

A teacher of an Ontario rural school writes as follows: "The Inspector
reports me 'an experienced and thoroughly competent teacher'; I think
myself a very hard-working pedagogue who gets small results. However,
the parents tell me that their children love going to school.

"How am I to meet the problem of the noon intermission when I
must go to lunch and leave forty pupils in the classroom for an hour?

1.325)

326 THE SCHOOL

" I have tried my best to induce the trustees to get a desk or a Hbrary
case in which to keep books, clippings, and such things, but they will not
even supply scissors. We have absolutely nothing for "busy work" for
primary classes. I have made cards but, when there is no place to put
them, they are a nusiance.

"On his visit last year the Inspector ordered a new blackboard. The
trustees paid no attention to this part 9f his report. This year he ordered
the Golden Rule Books. Of course, the trustees will buy the books,
but surely the blackboard is more important! The one we now have
consists of ordinary boards painted with some shiny paint. I don't know
whether it is grey or black. At night my arms ache from writing on it,
and my throat feels like a wash-board from the dust of it.

"What teacher in a country school, with no equipment, can follow
the Course of Study, take part in community activities, and at the same
time improve her certificate. She may "keep school"; she cannot
teach. The ordinary country school must take most of the blame for
the migration of boys and girls from the farm to the city".

Readers of The School who have overcome any of the obstacles en-
countered by this teacher are urged to give her and others the benefit of
their experience.

How Many Oceans and Continents?

PROFESSOR G. A. CORNISH, B.A.,
Facility of Education, University ot Toronto

TO dare to tamper with a time-honoured, choice morsel of geography
that has been served up to every child immediately on entering
school through generations may be a most venturesome deed.
And yet in this changeful world not even the orthodox lists of oceans
and continents can pass unchallenged. Everybody has learned that
there are five oceans, the Atlantic, Pacific, Indian, Arctic and Antarctic,
and that there are six continents, North America, South America,
Europe, Asia, Africa, and Australia, or better Australasia. Even defi-
nitions of continents and oceans have been taught, though it is doubtful
whether any satisfactory definition can be given for either.

The fact is that the earth's crust has been thrown into several great
depressions and elevations with fairly steep intervening slopes. There
is not only sufficient water to fill the depressions but the water in the
Atlantic rises over a part of the elevation on the American and Euro-,
pean coasts. These great depressions are the oceans and the great
elevations are the continents. But such a definition would not fit the

STICKLAYING AS BUSY WORK 327

real continents at all, for, according to this definition, Europe, Asia, and
Africa would make a single continent as it is one single land mass.
However, this is a digression from the present subject.

The southern boundaries of the Atlantic, Pacific, and Indian Oceans
were fixed as the Antarctic Circle by the Royal Geographical Society
many years ago, and the great ocean that was supposed to lie between
the Antarctic circle and the south pole was named the Antarctic Ocean.
Within recent years it has been shown beyond a doubt that this region
is really occupied by a continent which has been named Antarctica.
Accordingly, lying between the Antarctic circle and Antarctica is a
narrow strip of water encircling this continent and it would be a travesty
on the word to call such a strip an ocean. Hence geographers now
consider the Atlantic, Pacific, and Indian Oceans as extending to the
Antarctic continent. The late Sir James Murray, the greatest world
authority on oceanography, in his last publication The Depths of the
Ocean gives the Antarctic Continent as the southern boundary of the
great oceans. Our greatest English authority on all such matters is the
Encyclopaedia Britannica. In the article on Oceans and Oceanography
the eminent author takes the same view as Sir James Murray and omits
the Antarctic from the list of oceans. In fact, both of these authorities
would go still further and omit the Arctic Ocean also. It is such a com-
paratively small body of water that it can scarcely be called an ocean.
Among Arctic explorers it is always called the Arctic Sea. While larger
than the Mediterranean Sea it occupies an exactly analogous position,
being embedded between North America and Eurasia. The Encyclo-
paedia Britannica classifies the so-called Arctic Ocean among the inter-
continental seas. The Mercator projection map has had much to do
with propagating erroneous ideas in regard to the sizes of the so-called
Arctic and Antarctic Oceans.

Teachers should certainly cease to teach the Antarctic as one of the
oceans and should add Antarctica as one of the continents. There are
now seven continents, Europe, Asia, Africa, North America, South
America, Australia, and Antarctica, and three, or at most four, oceans.,
the Atlantic, Pacific, Indian and, doubtfully, the Arctic.

Sticklaying as Busy Work

RUBY O. KERR

Milton. Ontario.

IN a rural school with an average attendance of 48 of whom 29 are in
the primary class, "little" helps often prove to be "great" helps
in keeping the little ones busily and profitably employed. Under
these circumstances a great deal can be done with a box of splints.

328

THE SCHOOL

Usually splints are used for number work only but they will be found
very useful for constructive work.

First, there is the simplest form of stick-laying in which "flat"
figures are made, such as crosses, triangles, squares, and rectangles,
also fans, flags, chairs, and kites. These are almost too easy after a

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few lessons and the children themselves like something more difficult.
Some of these are shown in the accompanying illustrations.

1. Railway track. (Fig. 4.)

2. Ladder. (Fig. 5.)

- STICKLAYING AS BUSY WORK 329

3. Rail fence, viewed from above. (Fig. 6.) In this rail fence all
the odd numbers or I's are laid first and then all the even numbers or
2's. By doing this each time, the fence may be made from 6 to 10 rails high.

4. Bird cage, made like a little log house. Fig. 7 shows a cross-
section of it.

5. Barn. The lower part is made just the same as in figure 7, but
when the roof is being put on the sticks running lengthwise are placed
to form a pointed roof. (Fig. 8.)

6. Bench and table. These are made as in figure 7 but with solid top.
The bench is smaller than the table but of the same general construction.

7. Cord wood. All the sticks in the pile are placed crosswise except
one pillar at each end which is made with sticks in alternate rows to keep
the pile from falling down. Figure 9 shows a cross-section of one end.

8. Pig pen and sty. The pjen is made in the same way as shown in
figure 7 but with solid, flat roof. The pen serves as one side of the sty
and the rest of it is built up in the same manner as the rail fence except
that it takes the form of a square or a rectangle. Hen houses and hen
yards are built in the same way except that the roof is made as shown
in figure 8.

9. Stairway. Figure 10 shows a cross-section of this. Four splints
laid side by side form the step. The splints running the other way are
allowed to project and form the sides of the stairway.

10. Stairway with landing. This is made in the same way as the
preceding, but in two sections.

11. Flower stand. This is built as shown in figure 10 except that
every other step is a single splint set in below the step. In this way the
step is made higher. (Fig. 11.)

12. Grandstand. This is built as shown in figure 10 with the addition
of a roof formed of splints placed close together. This roof is some-
times a little too heavy at the front of the "grand stand" but may be
easily balanced by placing a few extra splints on it at the back.

13. Toboggan slide. This is built with splints in the form of steps
for the foundation and on these an extra layer of splints is laid from top
to bottom to form a smooth surface. The broken line (Fig. 12) repre-
sents the extra splints that form the "slide".

14. Snow scraper. This is made in the form of a triangle and is
built in the same way as the rail fence, about 8 splints high. Figure 13
shows the snow scraper viewed from above.

While these may be about all the worth-while things that can be
easily made with splints, there is usually some outside material in rural
districts that can be used for constructive work. For instance, splendid
little jars and baskets can be made by hollowing chestnuts; great care
is required to keep the handle and "baskets" in one piece.

Nature Study for Primary Classes

PROFESSOR G. A. CORNISH, B.A.
Faculty of Education. University of Toronto

THE accompanying list of topics in nature study for Form I or
Grades I and II of the Public Schools is so arranged that each
topic is assigned to a week in which the necessary material is
easily accessible. As in last month's list of topics for Form IV or Grades
VII and VIII a reference is given with almost all the topics, indicating
where the teacher may obtain the requisite information. After the list
of topics is placed the Course of Study in this subject for Form I, with
the number of the lessons bearing on each division of the course. An
endeavour has been made to distribute the topics fairly among the
different divisions.

In Form I the topics will be treated in an elementary way. But it
must never be forgotten that the concrete material must always be pre-
sented to the pupil either at home or at school, and the greater part of
the work must be an examination of the material by the pupils. Many
of the plants and animals need not be brought to school, as certain ob-
servations can be asssigned to the pupils by the teacher, and the material
will be found at home or in the fields. Of course, it is advisable that,
wherever convenient, the objects should also be brought to the school
and there be examined by the pupils.

It is suggested that in dealing with the Chinese lily, a bulb be planted
in water in the usual manner. This should really be done at school,
but on account of the usual night temperature of the schoolroom it
may have to be done by the pupils at home. Each day the pupils are
to notice any change, measure the height, etc., and report to the teacher.
Thus a biography of the plant can be kept.

The geranium can be taken up very readily at school if the pupils are
asked to bring specimens. The different kinds, their names, the dis-
tinguishing features of each and the differently coloured flowers should
be seen by the pupils. Observation that few or no seeds are produced
leads to the question how it is propagated. This leads to a discussion of
"slipping".

A cabbage should be brought to school and cut in two to show its
structure. Let the pupils see that it is just a large bud, in which the
leaves are much thickened. Discuss the purpose of these thickened
leaves in this enormous bud. As the cabbage produces no flowers or
seeds the first year, it stores up this food supply so that there can be a

1330)

NATURE STUDY FOR PRIMARY CLASSES 331

rapid growth early during the second year, and thus flowers can be
produced.

The onion and beet are dealt with much in the same way as is the
cabbage.
September

(1) 2nd week: Monarch butterfly (Comstock 320-325).

(2) 3rd week: Bee (School, Sept./1914; Comstock 442-444).

(3) 4th week: Grasshopper (Comstock 365-369).

October

(4) 1st week: Maple (Comstock 736-744).

(5) 2nd week: Elm (Comstock 745-747).

(6) 3rd week: Fern (Comstock 684-698).

(7) 4th week: Pine (Comstock 789-795).

November

(8) 1st week: Chinese lily.

(9) 2nd week: Onion.

(10) 3rd week: Squash or pumpkin (Comstock 675-683).

(11) 4th week: Potato (School, Apr. 1916).

December

(12) 1st week: Cabbage.

(13) 2nd week: Beet.

(14) 3rd week: Apple (Comstock 785-788).

January

(15) 2nd week: Horse (Comstock 286-294).

(16) 3rd week: Cow (School, March, 1916, Comstock 286-294).

(17) 4th week; Sheep (School, Feb./1917; Comstock 275-280) .

February

(18) 1st week: Pig (Comstock 303-307).

(19) 2nd week: Fowl (School, Jan. and Feb. 1915; Comstock 41-44).

(20) 3rd week: Geese (Comstock 136-142).

(21) 4th week: Dog (Comstock 261-267).

March

(22) 1st week: Cat (Comstock 2B8-274).

(23) 2nd week: Pigeon (Comstock 45-48).

(24) 3rd week: Sparrow (Comstwk 84-87).

(25) 4th week: Geranium.

332 THE SCHOOL

April

(26) 1st week: Willow (Comstock 765-769).

(27) 3rd week: Hepatica (Comstock 496-498).

(28) 4th week: Robin (School, May/1916; Comstock 54-59).

May

(29) 1st week: Making and tending a flower bed.

(30) 2nd week: Horse-chestnut (Comstock 761-764).

(31) 3rd week: Apple-tree (Comstock 778-781).

(32) 4th week: Fly (Comstock 405-408).

June

(33) 1st week: Tulips (Comstock 603-606).

(34) 2nd week: Pansy (Comstock 607-610).

(35) 3rd week: Nasturtium (Comstock 620-622).

Topics ill the Course of Study and lessons dealing with each topic.

1. A few birds and conspicuous insects: 1, 2, 3, 24, 28, 32.

2. Farm animals, including fowls: 15, 16, 17 18, 19, 20.

3. Pet animals: 21, 22, 23.

4. A few common trees: 4, 5, 6, 7, 30, 31.

5. Garden plots.

6. The study of plants from the garden and the fields: 9, 10, 11, 12,
13, 14, 27.

7. Care of potted and garden plants: 8, 25, 26, 29, 33, 34, 35.

Reading in the Kindergarten and Primary

ETHEL M. H.\LL
Rycrson Critic Staff, Faculty of Education, University of Toronto

IN our article on literature in the kindergarten and primary we con-
cluded that "The linguistic and literary education of the child
begins in infancy and is well under way before he reaches the
kindergarten; that the mother has rocked her baby to sleep to the music
of some of the choicest lullabies in all English literature.

As each stage of life should blend into the next without visible effort
and the relation of the one to the other be clearly understood, the
kindergarten and primary teacher must take account of the considerable
progress made by the child of four or five — must know the extent and
kind of his accomplishments, must understand the ways in which he

READING IN THE KINDERGARTEN AND PRIMARY 333

has come by them and so continue with greater skill and accuracy the
methods by which these remarkable results have been obtained.

The office of the kindergarten and primary is to take stock of the
child's varied powers and acquisitions and to continue wisely the de-
velopment of them.

In order to be sure of our ground it is necessary to make a study of
children of the pre-school age and note the foundation for reading and
language. In one such case it was found that the child could read the
titles of all the daily papers and weekly and monthly publications which
entered his home. He could tell which car to take by reading the sign
board above the car. He could tell the time on clock or watch. He knew
his own name, place of residence, Province, County, and his telephone
number. He could spell his name and print it using rubber type. He
could read the names on the packages of prepared foods or labelled
atricles entering his home, such as soaps, starch and baking powder. He
could recognize and read many of the nursery rhymes in his books. He
knew the alphabet perfectly and. in order. He could spell words with
block letters.

This survey of the work preceding the kindergarten and primary is
valuable as it enables the teacher of primary reading to commence where
the home has left off. Too frequently we begin with the supposition
that the child's brain is a blank sheet of paper and like Locke we proceed
to fill the page.

The very first contact between the home and kindergarten is the
Mother Goose Rhyme and the cradle song. Then why not meet the child
with his already familiar "This little pig went to market"? Some of
the pupils may even recognize some of the words. We can write or
print the rhyme on the black-board, making it as attractive as possible
by the use of coloured chalk. The teacher must be sure that the pupils
have thoroughly memorized the rhyme.

Dramatic work always appeals to the child; so the second step may
be the dramatization of the story which it contains. The whole rhyme
may then be read by the class and individually; next the important
phrases and words may be stressed; then finally the whole rhyme.

As teaching is expression of thought these phrases must be thought-
groups. It is not necessary to repeat the same rhyme until teacher and
pupils are weary of it, as many rhymes contain the same expressions
and the thoughtful teacher can arrange her own correlation. Unrelated
work in reading is absolutely useless. For instance: "This little pig went
to market, to market, to market to buy a fat pig. To market, to market
tobuy a plumcake; To market, to market, a fat pig to buy. Little Jack
Horner- -put in his thumb and pulled out a plum". These are only a
few instances of serial work.

334 THE SCHOOL

In taking the lullabies, begin with the most familiar cradle song.
This will depend upon the home environment of the pupils. With some
classes "Hush-a-bye Baby" may be the most familiar; with other
classes "Sweet and Low" may be the most appealing. If blackboard
space permits leave the rhyme where every pupil may see it. Thus a
store of rhymes and poems may become dear friends of the children
because they have lived in daily contact with them. We learn much
incidentally.

The play method of the kindergarten and primary may be used to
fix many expressions. The pupils may play train with the chairs and
label the cars; they may build a store with blocks and put a sign above
the door. Signs such as "Wet-Paint"; "Keep off the Grass"! " For sale",
"To let", "Groceries", "Dry Goods", " Fresh Fish", " Boots and Shoes",
Library, or City Hall may be made and placed where the pupils can see
them. Expressions such as "Good-Morning", "Good-Afternoon"; "How
do you do" "Thank you", are in constant use and may be used as
visualization cards.

Use what is in the daily life of the pupil. Let him feel the connection
between his home and the schoolroom.

If you are fortunate enough to possess supplementary readers, choose
some very familiar rhyme and allow the pupils to read (?) it from the
book. This will give a sense of power and take away the feeling of terror
often accompanying the absolutely new presentation. The "Oh, I can't
read" will give place to the joyful cry: "Why I know how to read that".
It is in my book at home. May I bring it and read it for the class? "

The pupils may later make their own little reading books by com-
bining the, unit rhymes and binding them in a book. They may illus-
trate these rhymes by cuttings or pictures. As thought-groups become
more familiar they make descriptive stories to accompany the pictures.

Correct expressions will come naturally. Overdone imitative, ex-
pression is only affectation. No one has to compel a child to exclaim
over an airship.

Oral reading is not the first prerequisite. Reading for the thought
is the object and this may be done silently. By silent reading we mean
reading for one's pleasure or enlightenment, not to amuse or entertain
others.

If a child learns his spoken language by means of hearing the words
from other lips, then he can remember the words he reads much better
by vocalizing them. This need not necessarily disturb others. With
some children who are auditory-minded this method seems to be a
necessity.

Too much oral class reading trains the pupils to delight in the sound
of their own voices instead of grasping the thought of the story. The

READING IN THE KINDERGARTEN AND PRIMARY 335

aim of a child's learning to read should be the knowledge gained from
the context and the delight he feels in what he reads.

How much of the material usually given to little children will give
either information or delight? "I see a hat". "Does the cat see the
hat? The cat sees the hat". "This is Sam. Can Sam run? Run to
Nell, Sam", etc.

No wonder a little child with a foundation of classic story turns away
in disgust from such a presentation of reading and decides he does not
want to learn to read. What does he care about the cat and the hat?
He would take an interest in the following poem. Why? Because it is
alive and every wide awake child will love to read and dramatize the
verses. It contains an organized story. The actions follow in logical
order. Even the consequences of the play are so natural that little
children can appreciate the result!

"We built a ship upon the stairs
All made of the back bedroom chairs.
And filled it full of sofa pillows
To go a-sailing on the billows.

We took a saw and several nails
And water in the nursery pails,
And Tom said: 'Let us also take
An apple and a slice of cake'.
Which was enough for Tom and me
To go a-sailing on, till tea.

We sailed along for days and days.
And had the very best of plays,
But Tom fell out and hurt his knee
And there was no one left but me.

Compare that with the lame expression, "The cat has four feet"'
which is perfectly obvious to any sane child. The kindergarten or
primary teacher who cannot enjoy the fun of playing the poems should
not attempt to teach beginners to read.

The child of the kindergarten and primary stage should hear stories
read to him every day without thought of reproduction. He should
have a book and follow the reading of familiar stories again and again
that the printed symbol and its oral espression may be unconsciously
identified. By such means a child gets the technique and the thought
expressed by it without too much conscious focussing upon the tech-
nique itself. He will become accustomed to read as rhythmically as he
talks, without stilted and forced expression or inflection. Six or eight
minutes given to this practice each day will increa.se the desire to read
give conscious models for imitation and train the class in attention.

336 THE SCHOOL

Give the class time for undirected reading by supplying many books
from which they may read for pleasure. Let the oral reproduction be
voluntary.

Children who are allowed to prepare for the entertainment of the
class a story with which they alone are familiar will give a quality of
attention to the work in hand which is never secured when all the mem-
bers of the class are asked to reproduce a story which the teacher has
told them to read.

Allow the pupils to see their own development by going back to the
easy and familiar occasionally. Nothing gives power like the knowledge
of former success.

It is a crime to discourage a child.

Primary Seat Work

Contributed by Alberta Rural Teachers

HOW to keep the primary pupils in a rural school profitably busy
while the teacher is engaged with the upper classes is one of
the most perplexing problems which the young teacher is
called upon to work out. In the November (1917) number of The
School there appeared a large and very helpful list of suggestions along
this line. Below will be found a few more which have been sent in by
some of the most successful rural teachers in Alberta. Space will not
permit the publication in this issue of nearly all the good suggestions
received. The teachers who sent in contributions are as follows —
Mrs. A. W. Hall, Youngstown; Miss Margaret Henderson, Champion;
Miss Ida M. Wark, Gladys; Miss Myrtle M. Holmes, Mirror; Miss
Mary Howard, Sniatyn; Miss Mabel M. Poole, Wetaskiwin; Miss S. M.
Kortum, Amisk; Mr. C. W. Whittaker, Soda Lake; Miss Evelyn Lees,
Carlos; Miss Margaret Auld, Monarch; Mr. DeForest Nelson, Ponoka;
Mr. Albert Lang, Aldersyde; Miss Ethel Sears, Tofield; Miss J. E.
Ellingson, Chauvin; Miss Bessie Parsons, Wainwright; Miss I. Gertrude
Diehl, Sibbald.

1. "The time-table itself is perhaps one of the best devices used in
my school for keeping the little children busy. A small copy of their
own grade course is placed near their own corner of the room and they
are encouraged to find out what lessons are coming each half da}'. They
will often ask okier pupils what lessons will come in the afternoon but
they soon become able to find out for themselves. When even young
pupils realize that certian work must be done before home-time or

PRIMARY SEAT WORK 337

before recess a serious, industrious frame of mind is aroused; and when
the afternoon is ended the children have the feeUng pleasurable even
to adults— 'Well, I have accomplished what I desired to do'".

2. The use of magazines and catalogues for pictures to be cut out,
traced, mounted, coloured, named, and later used in language study,
is referred to by many of the contributors. Some have words relating to
the pictures written on little cards and the pupils are asked to match them.

3. Place in envelopes small pieces of cardboard on each of which is
a word written on one side and printed on the other. On the outside
of the envelope write sentences involving these words. The work is
to arrange the words to make these senteces. Have the sentences all
different and the pupils can exchange. This for beginners. Pupils of
a few months can build the sentences for themselves.

4. Writing words, phonograms, or figures on the desk or on card-
board in large size and having the pupils outline them with lentils,
split peas, plasticine, etc., is a very popular form of "busy work".

5. Make simple designs or write new words or phonograms on
pieces of cardboard. Then have pupils prick these cards and use them
as sewing cards.

6. "There is nothing my small pupils take more pleasure in than in
composing little sentences. I put a leading sentence on the board,
e.g., A girl can read', and then ask the pupils to make more sentences
telling what a girl can do. They are not forbidden to ask help of me
but it is understood that they get all the words possible from their books;
or they may ask an older pupil now and then.

7. Draw certain forms on the blackboard, squares, chairs, triangles,
hou.ses, etc., in colour if desired, and have the pupils reproduce these
forms on their desks with coloured sticks, matching the colours.

8. Cut triangles, scjuares, crescents, and other designs out of card-
board and have the pupils make borders and other designs with these.

9. Ask each child to bring from home two baking-powder cans
marked with his or her own name. Into one of these arc put small
pieces of cardboard bearing the words learned in the reading lesson.
The collection grows as the child advances, the writing on the cards
being done in advance by the teacher. The problem is to pick out and
arrange words in sentences like those learned in the reading lessons.
When the child is a little older the second tin may be filled with printed
letters of uniform size cut from catalogues or calendars by the pupils
themselves. In this case the words are first made and then the sentences.

10. Stick-laying. Before the teacher leaves the class at the end of
the lesson let her introduce the stick-laying problem. Suppose the
lesson has been page 24 of the Phonic Primer. With a few quick lines
the teacher may show the class how to design Bell's big plant. Bob, the

338 THE SCHOOL

lath, etc. When these have been made the pupils will be delighted to
design without any suggestion such original objects as "The Bent
Plant", "The Flower on Bell's plant", "Bob's Kennel", etc., which
will be the delight not only of the older pupils who crowd around when
the recess bell rings but of the teacher also who for one half-hour at
least will have forgotten that she has a grade I.

11. On Friday afternoons there may be a period for manual training
in all the grades. In this period get models in rafia work, paper weav-
ing, etc., well started and leave them over to be finished during busy
work periods.

12. "Stick printing is a delightful occupation for little children.
Round, square, triangular, and oblong sticks may be bought or made
and, after lines have been ruled on cheap white paper, the design made
by stamping. When once taught how to use the sticks the child will
work without attention, often producing really artistic surface patterns".
(See article on Stick and Block Printing in the December number.)

13. Get parents or older brothers, of the children to make a "peg-
board" from the teacher's pattern. Into a piece of sand-papered board
small holes are bored at regular distances apart, 100 being sufficient.
The board is then varnished. The tips are cut from 100 matches and
coloured by dipping 50 in red and 50 in blue ink. Nine red sticks are
pushed into holes in a row followed by seven blue ones. By counting
the child learns the correct total and then may write the problem in the
exercise book. The sticks must be left until the teacher is free to check
the exercise. Thus any problem in the four rules may be concretely
worked out.

14. " In teaching a lesson often little drawings are made to illustrate —
the tree with the red apples and green leaves; the butterflies and the flowers
to which they went for help. Sometimes the children copy these draw-
ings; sometimes the drawings are erased and the chilcken reproduce
them. The red apples, of course, are always the most striking part of
the picture, varying in size from cocoanuts to pumpkins — comparatively
— but I do not know that this does any harm".

15. Many of the teachers make use of the doll-pictures which appear
in so many of the magazines to be cut out and decked ofl" in all manner
of pretty dresses and fancy furbelows. There is just a suspicion that
some of the teachers themselves are not averse to participating in
"busy -work" of this sort!

16. The use of clay and plasticine for modelling all sorts of objects
suggested in the reading lessons and otherwise is very popular. "When
clay is used in enforced preference to plasticine the best models may be '
kept, dried, and baked; and in this way quite a collection of interesting
toys will mark the pupil's progress".

THE DOMINION EDUCATIONAL ASSOCIATION 339

17. "Drawing, crayoning, and tinting are ever-welcome lessons for
the little ones, and the reading lessons offer endless ideas for models. I
do think, however, that a young child should not be asked to draw
"Bell's Plant in Bloom", or even "Ben's Bun" without an object from
which to copy. Drawing from imagination is a good exercise, but a
Grade I pupil is just learning and should be provided with the actual
object. How a child enjoys bringing a currant biscuit to school for the
drawing lesson ! And both the reading and the crayoning are the better
for the keen anticipation of coming pleasure! The art lesson, however,
should not be robbed of its real mission through too much correlating,
for with just a few hints and corrective suggestions the pupil is able to
make pretty folders, Christmas cards, lanterns, etc., even when the
teacher is busy. Printers will often sell their waste cuttings of coloured
booklets for a mere trifle and these are splendid for a rural school lacking
funds".

The Future of the Dominion Educational Association

A. MELVILLE SCOTT, B..\., PH.D.,
Superintendent of Schools, Calgary, Alberta

SINCE the future is in all cases an outcome and development of the
past, a brief sketch of the history of the Dominion Educational
Association is first in order.
As early as 1867 when Confederation was barely an accomplished
fact a communication was addressed by the Provincial Association of
Ontario to the Provincial Association of Protestant Teachers of Lower
Canada urging the appointment of a committee to take steps for the
establishment of an educational organization for the whole Dominion.
Committees were appointed and continued for two years but no definite
results were obtained, and no further action was taken for twenty years.
In 1889 the subject of a "Dominion Conference of Teachers" was dis-
cussed at the Quebec Convention and delegates were sent to visit the
Ontario Association and the Maritime Provinces. The visits of these
delegates bore fruit in 1891 at the meeting of the National Education
Association which was held in Toronto that year. The Canadian
teachers in attendance met under the chairmanship of Mr. Wm. Mcin-
tosh, President of the Ontario Association, all departments of educa-
tional work in the Dominion being represented.

It was decided that an Association for the teachers of the Dominion
of Canada should be formed and a provisional council was appointed
consisting of (1) Superintendents or Ministers of Education of the

340 THE SCHOOL

Provinces, (2) The Presidents of the Universities in the Dominion
(3) the Principals of all Normal Schools or of schools engaged in the
teaching of pedagogy, (4) the Presidents of all existing Teachers' Asoci-
ations throughout the Dominion.

The Council was organized by electing the following ofificers: Presi-
dent, Hon. G. W. Ross; Vice-Presidents, The Superintendents or
Ministers of Education; Secretary, Rev. E. I. Rexford, B.A., Montreal;
Treasurer, E. W. Arthy, Montreal. Committees were appointed to
prepare a constitution, and to arrange a programme for the first con-
vention which was held in the High School buildings, Montreal, the
opening meeting taking place at 2 p.m. on July 5th, 1892, under the
chairmanship of Sir William Dawson. The convention continued till
Friday evening with morning and evening sessions each day.

There can be no doubt of the success and enthusiasm of the first
convention which gathered all the eminent educational thinkers and
workers in Canada to enjoy the hospitality of the city of Montreal and
the Province of Quebec. There the members, 460 in number, discussed
the educational problems of Canada from a national viewpoint and
mapped out a future programme in the resolutions prepared and approved.

Among those on the first list of officers and directors are two whose
work still continues. Dr. A. H. McKay, Chief Superintendent of Educa-
tion for Nova Scotia, and Dr. D. Mclntyre, Superintendent of City
Schools, Winnipeg. Two others. Dr. S. B. Sinclair and Dr. James L.
Hughes, are still living but have retired from active service. The
remaining fifteen have passed on.

It is interesting to study the resolutions and note some of the con-
clusions.

The University extension movement was heartily endorsed.

It was agreed that it would be desirable to adopt a common standard
of matriculation.

The- varied classification of the schools in the different Provinces was
found to be a matter of perplexity and the adoption of a uniform nomen-
clature in the designation of the schools of the Provinces was recom-
mended, also the adoption of a course of study for each class, so that
pupils removing from one Province to another might be conveniently
allocated.

The requirements for teachers' certificates were considered and it
was agreed that the time had arrived to provide for recognition of cer-
tificates throughout the Dominion.

It will be seen that some of the things then discussed are still under
consideration and are still regarded as desirable.

Following this first convention others, making nine in all, were held
at Toronto, Ottawa, Halifax, Winnipeg, anct Victoria. The last large

THE DOMINION EDUCATIONAL ASSOCIATION 341

gathering was the seventh convention at Victoria in 1907. The last two
held in Ottawa in 1913 and 1917 have been in the form of conference
rather than convention and have undertaken a somewhat different
type of work looking towards a re-organization.

A number of important educational and national movements have
had their origin in the Dominion Educational Association, not the least
of these being the institution of Empire Day, May 23rd, which was
approved by the Halifax Convention. In the later gatherings the
future of the Association has been the theme of conferences and dis-
cussions at many times and places.

At Victoria in 1913 a round table conference was held on this subject,
a number of suggestions having been printed on the programme to form
the basis of discussion. Among these suggestions are the following^ —

The appointment of a permanent Secretary at a fixed salary.

The holding of a convention every two years.

Official representation of the Provincial Governments at each con-
vention.

Publication of annual reports summarizing the progress of educa-
tional affairs in each Province.

Publication of an educational monthly or quarterly discussing
national problems of education from a national point of view.

Establishment of a bureau of education at Ottawa.

A strong plea was made by Principal W. A. Mclntyre of Winnipeg
Normal School for the establishment of a Dominion Bureau of Educa-
tion, and this idea has persisted through the years.

At the present time there seem to be two mian thoughts in the minds
of those planning a future of usefulness for the cause of national education
on the part of the Dominion Educational Association. One istheestablish-
ment of a Dominion Bureau, the other the holding of biennial conference>^
of educational leaders and administrators and representative teachers.

The scope of the work of a Dominion Bureau might be summarized
as follows —

1. It would collect and harmonize educational statistics. Anyone
who has tried to secure reliable information concerning educational
conditions in Canada or to prepare a statement of the comparative cost
of education in different Provinces or cities will appreciate how valuable
this work would be.

2. It would give a reliable account of what is done from year to year
in the several Provinces of Canada in administration, in teaching, and
in educational effort of all kinds. There is no hiding the fact that we are
largely ignorant of educational conditions in Canada outside our own
Province, and we cannot hope for national outlook and ideals till this
ignorance is removed.

342 THE SCHOOL

3. It might give information regarding educational effort and results
in other lands that would be informing and stimulating to all in Canada.

The value of a Dominion-wide conference of educational workers has
been demonstrated by the meetings held in Ottawa in 1913 and again
in 1917' All who took part in these gatherings or either of them must
have been impressed with the importance and the necessity of continuing
something of the kind, if for nothing else than to afford the men from
the different Provinces an opportunity to become personally acquainted
and to discuss their various problems and difficulties.

The thought of the future suggests a well organized educational
Leadership Conference with all branches of educational activity repre-
sented, where problems provincial and national might receive consider-
ation, where such subjects as courses of study, requirements for matricu-
lation, teachers' qualifications, training of teachers, preparation of text
books, and other things which show such variation from Province to
Province could be considered from the national rather than the Pro-
vincial point of view. The great problem of training for educational
leadership as discussed by Principal McNally in the December issue is
one that should challenge the best thought and intelligence of all the
Provinces of Canada to-day, while the inspiration that would come from
such gatherings would have the most far-reaching effects in breaking
down provincialism and developing a broader and wiser national view-
point. .

Experiments in Community Wori^

AX ALBERTA TEACHER

THE scope of this article does not permit any extended discussion
of community work in general. For years educational writers
ha\e been pointing out the opportunities of teachers for wider
service in the community. But never before did teachers heed their
voices with the humble willingness of to-day. Activity inspired by war-
time emotion extends beyond classroom walls and beyond the sound of
the four o'clock bell !

I am sure that more important experiments in community work are
being tried by Edmonton teachers to-day than ever in the past. Of
course, we did some experimenting in anti-bellum days. Series of suc-
cessful Mothers' Meetings were held years ago. Another useful enter-
prise was a relief scheme put into operation throughout the Public
Schools of our city in 1913. This organization still exists.

THE DOMINION EDUCATIONAL ASSOCIATION 343

The staff of each school chose one of their number to act as relief
adviser for the school. A central committee then arranged the schools
in a chain. Each Public School is linked to two others. School B is
reatiy to answer calls for help sent from school A and to school C it
appeals for second hand clothing, text-books, etc., required by its own
needy pupils.

Suppose a teacher in school B notices an insufficiently clad child in
her class. She investigates the case and reports to her relief adviser.
That lady telephones to the adviser in school C stating requirements.
Appeal is made to a class in school C. The articles needed are brought
by pupils and are forwarded to school B. Similarly school B serves
school A. .

This linking system has worked quietly and well. Perhaps its best
feature has been the care with which the self-respect of poor children
has been guarded. Jack's classmates are ignorant of the history of his
second-hand overcoat. Last winter it was worn by a boy who lived on
the other side of the city. There is no danger of wounded feelings
through taunts on the subject.

But let us review more recent developments.

In one school a Women's Club has been evolved from the Mothers'
Meeting of former years. It is named after the school and its president
is the Principal of the school The two vice-presidents are women of
the neighbourhood. Roughly speaking, the objects of the organization
are four, to induce sympathetic relations between home and school;
to improve home and community conditions; to develop a good neigh-
bourhood spirit; to provide information and to promote activity in the
wider interests of women, particularly in those interests of a patriotic
nature.

One of the earliest activities of the Womens' Clubs was in Red
Cross sewing. The district was without Red Cross circles but the
school possessed a well-lighted sewing room with one sewing machine.
The president lent another and the two vice-presidents became leaders
of circles meeting alternate Monday afternoons. Every woman of the
district has been given an opportunity to sew or knit for the soldiers
and many have responded splendidly. Five thousand articles were
made last year.

A book-case in the sewing room contains a small library loaned the
club by the Extension Department of the Provincial University. These
books have been carefully selected and the subjects cover a wide range
of women's interests. Different phases of home-making are especially
well represented.

Some of our women have no time for Red Cross work. One would
hardly urge it upon the little Scotch mother of eight bairns, the oldest

344 THE SCHOOL

of whom is a boy in Grade 3 and the youngest of whom are twin babies,
David and Barbara, born shortly after Daddy's enlistment in the 194th
Highlanders!

Though such busy mothers cannot get out to Red Cross meeting,
many of them attend the less frequent general meetings of the club.
Typed notices of these meetings are sent to the homes with the pupils.
The women are invited to spend a whole afternoon at the school if they
so desire. They visit the classes in which they are specially interested,
listen to lessons, see work-books, drawings, manual training exhibits, etc.
At four, when the pupils are dismissed, the women gather in a pretty
little assembly hall.

After a brief business meeting, a half hour address is given by some
prominent woman of the city; by the superintendent of the city schools
or the school doctor. At five tea is served by the senior school girls.

This season the Club has alternated evening lectures with afternoon
meetings. For example, one evening in October the provincial librarian,
Mr. John Blue, addressed a gathering of men and women on Food Con-
trol. This meeting, arranged by one of the Women's Clubs, was a useful
preliminary to the canvass later made by members of the club when
Food Service pledges were signed by householders of the district.

Another club was organized a few months ago for girls who have left
school, girls aged fifteen to twenty. These girls are employed during
the day and all meetings of their club are held at night. For this reason,
only girls of the immediate vicinity are encouraged to attend meetings.
The Girls' Club is likely to remain a much smaller organization than the
Women's Club.

The girls have borrowed a fine little library from the University
Extension office. It includes a number of biographies, mostly lives of
women, though Dr. Grenfell, R.L.S., and a few other favoured gentlemen
have been admitted to the company. The Chronicles of Canada are the
backbone of our history department. We have the Bronte and Austen
novels and a good selection of poetry while such titles as The Friendly
Stars, The Book of Art, Stories from the Operas, The Young Woman
Worker, The Home and the Family, indicate the scope of other depart-
ments.

The library is kept in the home of the Principal where meetings of
the club are held. Every Tuesday evening the girls gather to do Red
Cross sewing. One week they talk together as they work, occasionally
stilling tongues to listen as one of their number reads, usually from a
favourite poet. Next week an outside speaker gives the girls a talk on
music, pictures, books, house furnishing, health, etc.

Once the Supervisor of Art in the city schools spent an evening with
us when he and the girls attempted to decide on the essentials of truly

EXPERIMENTS IN COMMUNITY WORK 345

great pictures. Mr. Hedley has promised to come back to us later in the
winter. He will speak on "Artistic Home Decoration and Furnishings".
The night the library was installed, Miss M — from the university
talked on "Girls' Reading" and pleasantly introduced to us our new
ffiends on the book shelves.

We intend to go to hear some good music this winter and preparatory
to the concert or oratorio we will ask a musician to come and explain
the compositions we wish to enjoy.

When refreshments are served two girls repair to the kitchen and
attend to the necessary details. The mistress of the house, who is also
leader of the club, sits meanwhile at her ease.

One night the regular club session was held in the kitchen. On the
floor were piled old boxes of many shapes and sizes; on the range were
pots of nice sticky paste and the table was gay with half-rolls, ends and
scraps of wall paper. An hour's work resulted in an array of attractively
covered boxes for holding bride's finery, fine table linen, layettes, etc.
Shallow boxes or box lids made pretty sets of dressing table trays. The
articles are to be shown and sold at the Thrift Exhibition.

And now we are plunged into the story of a genuine community
enterprise. School children, parents, big brothers and sisters are working
together preparing for the Thrift Exhibition which is to be held early in
the New Year.

The exhibition is intended primarily to be educative. The articles
displayed will be the outcome of many clever thrift ideas. The one rule
of the enterprise forbids purchase of new materials! Old garments are
to be made over and scrap bags are to be ransacked.

Of course, most of the exhibited articles will be for sale but till a fixed
hour nothing is to be removed from the show room. Till then the ex-
hibition must remain complete. Thrift posters are to be displayed in
the hall and thrift literature is to be distributed. Reliable recipes will
be given away with the brown scones, war cakes and other good things
sold at the home-cooking stall or served in the tea-room.

While mothers and big sisters are exercising their wits over these
schemes, what practical thrift lessons are the children learning? Here
are a few examples. In the autumn ripe fiower seeds were gathered and
placed in schcxil-made envelopes to be sold by-and by at a cent an
envelope. The youngest pupils strung rose-berry necklaces in their
"number" periods. They have over a hundred ready to sell. At present
they are braiding bath rugs of strips of cotton cloth. Boys and girls in
Grade 2 are saving parcel strings and of them are knitting wash cloths
dish cloths and holders. Older boys are making toys.

Girls in Grades 5 and 6 are cutting bias bands, joining them, turning
m the edges and winding them when pressed on pasteboard cards.

346 THE SCHOOL

These bias bands are made of different materials and are used for trim-
ming or for seam binding.

Other girls are hemstitching strips of lawn or featherstitching strips
of flannelette to be used as trimming.

By and by a manual training class will cut out price tags for our
articles and an art lesson will be devoted to their decoration in school
colours.

Thus works out the latest of our community experiments. Through
this project our neighbourhood is raising money for Red Cross needs.
At the same time we are learning wholesome lessons of thrift and are
teaching them to others.

Life at an English University

{Continued from the December number)

DONALDA J. DICKIE, M.A.

Normal School. Camrose. Alberta

Each student at the beginning of the term arranges with the Head
of his college with whom he will "coach" during the term. There are
usually a number of men or women, special students of your subject,
and to one of these you are assigned. You do an essay for him (or tier)
each week and taking it with you to the "coaching" you get an hour or
two of individual discussion, criticism and instruction. It means that
the students receive individual instruction throughout their whole
course — a system the advantages of which are obvious but which the
wealth of the colleges alone makes possible. That a chit of an eighteen
year old girl should have an hour a week of personal instruction from
men of international reputation, such as A. L. Smith, the Master of
Balliol, or Gilbert Murray, or Dr Carlyle, is almost incredible but it is
what the lucky ones among the Oxford women enjoy. Of cOui^se, you
have to be a bit of a " nut" in your subject or you won't get sent to the
big men.

The libraries, too, are an inspiration. The Bodleian, grey, old and
exhaustless — my year of mornings spent in an ivy-shaded window seat
in the "Duke Humphrey" (one of the reading rooms) is unforgettable.
It was built in 1483. You look about you at books that have stood upon
the shelves where you see them for five hundred years. You look out
through the ivy into a walled garden that was just as green when Henry
VIII was a boy. You sniff the indescribable, musty brown smell of
rich and ancient leather. Most people turn bookworm in spite of them-

LIFE AT AN ENGLISH UNIVERSITY 347

selves. There are several other fine public libraries in the city and the
colleges, many of them very valuable ones, full of priceless books
and manuscripts.

It was somewhat surprising how quickly life, even in so different
and distant a place, settled into an accustomed round. At seven the
maid wakes you; at 7.30 or even 7.45 you arise, the latter, however,
meaning a mad scramble to be at prayers at 8. At 8.05 breakfast is
served, cafeteria fashion, but if you come in after "The High" is seated
you must advance anxiously up the room till the Principal bows to you.
You may not be seated till she has done so. It is not nearly so terrifying
an ordeal as it sounds, however, as everyone is far too intent upon
breakfast to look at you. After breakfast, the letters and the papers;
then lectures or a class to be attended, or if you are a thrice blessed
"research" student you return to your books in the library until one
o'clock. Lunch is cafeteria too, only there is no being late and no
bowing. " From lunch to tea " no one works. It is bad form! "Simply
not done, you know". Everyone plays hockey or tennis or "goes on the
river" or "tramps" or cycles. Tea is at 3.45 and consists of bread and
butter, tea, and, for a treat, cake. You help yourself and join the group
of athletes just out of the "scullers" or back from "ten miles across the
country". If you like society and are popular you will scorn "tea in
Hall" and be in a constant state of having tea out or entertaining in
your own room where you provide the food and may be as simple or
extravagant as you please. One entertains the Principal once a year;
one's "coach" each term and one's friends as often as time and money
permit, which means every afternoon at the beginning of the term and
not at all at the end. From five till dinner, everyone studies, or pre-
tends to. After dinner, there are coffee parties, tub thumpers — a
debating society — Sharp Practice — another — the union — another — or
you may read in the "camera", the reading room of the Bodleian in
which modern books are kept and which remains open until 10 p.m.
Or you can grind in your own room. Lights out at eleven, but the\-
seldom all are. To be out of college after dinner requires permission
from the Principal, and usually a chaperon. Men guests to tea also
necessitate the latter. There are a multitude of customs, some sensible,
some the reverse, many merely quaint. These have to be learned by
degrees, often by way of a little mortification. The queer Oxford habit
of not recognizing your friends on the street caused me some surprise,
a gofHj deal of amusement, and just at first, a bit of mortification. Your
best friend will pass you on the street with a glare that would turn you
to ice if you are not expecting it and so busy preparing one of your own
to return to her that you have no time to notice hers. It is not meant
to be unfriendly, though it certainly is rude; it is "just the custom".

348 THE SCHOOL

The summer term, May and June, is the chief joy of the Oxford
Students' heart. No one tries to work much except the haunted "schools"
person. Out-of-doors in Oxfordshire is so very lovely. The number of
kinds of flowers to be found is a daily delight. The warm sunny days
coax you out as they do the " May" blossoms. The villages with queer
inns; the woods "preserved" and therefore forbidden, that one can
tramp to, are innumerable. Then there is the river. The most wonder-
ful—without question or qualification — in the whole world. You swim
in it before breakfast; you scull up a mile or two before lunch; you punt
down below "the Rollers" for tea, brought along in a basket; and, best
of all with a kindred spirit, you paddle "away up past the hotel" and
find some shadowy nook to stow yourself for dinner and a long lounge.
Then you float down in the misty gathering shadows when the sky is
rose and gold behind the elms; the towers are mauve and purple and all
the lights of all the dreams you ever dreamed are mirrored in the stillness.
The war. they will tell you, has made a different Oxford, as it has
made a differenjt everywhere else. There are no men, no noise, no
"eight's week". The river is as comparatively empty as the city. Col-
leges that had two or three hundred men have one or two, unfit or
under age, or Hindoos, or perhaps they have none at all. The younger
fellows and tutors and many of the older men as well are gone, to France,
perhaps to London, or to the camps. More than one tutor works in the
war office from Sunday morning till Friday night and hurries down to
Oxford to give a few "coachings" and "help keep things going" on
Saturday, his only holiday. The four women's colleges, on the other
hand, are fuller than usual, because "we need teachers and secretaries
and chemists, etc.".

City and college alike are full of soldiers; flying men from the great
aerodrome on Port Meadow just outside the city; cadets taking officers'
training courses; hurrying about to take lectures and drills, their white
banded caps making them conspicuous. And the wounded, so sadly
many of them, ever new batches of them coming over, pottering about
the streets and filling the parks, those who are able. There are three
large hospitals: "Cowley", outside the city, " Somerville " , for officers
and "the Base" where severe surgical cases are treated. The Base
Hospital occupies the magnificent building given to the LIniversity by
Cecil Rhodes and used, ordinarily, for a "schools" or examination hall.
It has an enormous rotunda and splendid great halls on either side that
make ideal wards and hold many hundreds of beds. The Base is but
half a block away from Oriel and it was a regular part of each woman's
afternoon programme to go to the hospital to take out wounded soldiers
in the bath chairs or wheeled cots, or to go to one of the many canteens
to cut bread and butter or pour out tea for tijeir afternoon meal, or to

THE RAINFALL OF SOUTH AMERICA 349

play or sing or "speak a piece" at the numerous concerts provided for
their amusement.

Arrangements for such duties are carefully organized so that each
woman has her share and no other duty or pleasure is permitted to
interfere.

Ever since the beginning of 1916, a great deal of difference is notice-
able in the degree of seriousness with which the war is regarded. Since
the Russian revolution, we have given up mentioning the date of even
a hoped-for ending. Everyone then took a firmer grip upon life and
upon himself and settled down. The very faces of the girls, few of them
over twenty, look dogged rather than discouraged when a new need is
mentioned. They can wear old clothes; they can eat rice and macaroni
and "go without sugar in the rhubarb". They can "scrat" (work in
the fields) in vacation and go to work instead of into society. When
they have graduated they can do anything and will do it. Nothing
matters but that we should "carry on". The Oxford woman, steeped
in great traditions believes that, feels it, perhaps more intensely than
any other. For a thousand years Oxford has been foster mother to the
thing that has made this fight possible. It is for the ideal — life and
honour — which she has borne, nourished and set aloft in the face of the
centuries, that our men are gone out to die.

The Rainfall of South America

JOHN B. BRENNAN, B.A.

Principal, Queen Victoria Public Scliool, Toronto

[This is a further development of the method outlined in Geography — The Study of
a Continent which appeared in the December issue.)

Facts alx)Ut South America that influence the rainfall:

1. Except for the highlands in the north, the general direction of the
mountains is north and south. The mountains on the west are longer
and considerably higher than those on the east.

2. The latitude shows that most of South America lies within the
tropics, only the southern part of the continent being in the temperate
zf)ne.

3. The prevailing winds are the trade winds and the north-westerlies.
The accompanying map shows that the heaviest rainfall occurs in

three regions: (1) In the Amazon valley, (2) Along the western coast,
sf)Uth of latitude 40°. (3) On the west coast of Colombia.

350

THE SCHOOL

SoUTh AMEF<lCf\

F^A I nr/KLL

•X/i.Jit-tyjy^d.yi.
The heavy rainfall in the Amazon valley is due to two causes:
(i) The valley is in the tropics, and (ii) it has the benefit of both the
north-east and south-east moisture-laden trade winds.

THE RAINFALL OF SOUTH AMERICA 351

(i) In all tropical regions the rainfall is heavy. The explanation is
that the lowlands of tropical regions are generally very hot. As a result
the air becomes heated and rises. It is forced to rise to such a height
that its moisture is condensed, causing heavy rains.

(ii) The short eastern mountain ranges of Brazil cause some of the
moisture of the south- east trade winds to be precipitated in eastern
Brazil, but the greater part of the moisture is carried across the continent
as far as the fcxit-hills of the Andes. As the heat equator moves south
the north-east trade winds blow far into the Amazon valley bringing
their share of moisture and rain.

The heavy rainfall on the south-western coast is accounted for by
the fact that the Andes precipitate most of the moisture of the north
westerlies on the windward side. Note also that, on the leeward side
of the mountains at this point, the rainfall grows less and less until
finally we reach a desert region.

The heavy rainfall on the western coast of Colombia is provided by
the warm moist winds from the Pacific meeting the Andes. At this
point there is excessive evaporation.

Notice that the desert area which begins in Patagonia extends
northward, embracing the northern part of the coast of Chili, and the
entire coast of Peru. The presence of this desert region is due to two
facts:

(1) That the trade winds when they cross the Andes are practically
dry.

(2) That the cold Peruvian current flows along this coast as far as
the southern part of Ecuador. At this point it turns westward so that
it does not affect the coasts of Columbia or Ecuador. — Cold waters along
a coast are in no wise beneficial so far as the production of rain is con-
cerned. The cold on-shore winds from off the Peruvian current are
warmed as they reach the land, and so do not deposit moisture.

Concerning Rainfall in General.

The following valuable points of general information respecting
rainfall are contained in an article by Professor Balfour Stewart:

"Whatever tends to lower the temperature of the air below the
dew-point is a cause of rain. It is therefore to the winds we must chiefly
look for an explanation of the rainfall, and the broad principles of the
connection may be stated to be these five:

(1) When the winds have previously traversed a considerable extent
of ocean, the rainfall is moderately large.

(2) If the winds advance at the same time into colder regions, the
rainfall is largely increased, because the temperature is sooner reduced
below the point of saturation.

352 THE SCHOOL

(3) If the winds, though arriving from the ocean, have not traversed
a considerable extent of it, the rainfall is not large.

(4) If the winds, even though having traversed a large extent of
ocean, yet on arriving at the land proceed into latitudes or regions
markedly warmer, the rainfall is small or nil. (Compare Coasts of Chili
and Peru).

(5) If a range of mountains lies across the onward path of the wind,
the rainfall is largely increased on the side facing the winds, and reduced
over the regions on the other side of the range".

Vegetation of South America.

Since the great length of the Continent from north to south gives it
an immense variety of climate, and its mountains give it almost every
variety of elevation. South America can produce every known plant.
A note, therefore, on the vegetation may not be out of place.

The surface of South America for the purpose of considering the
vegetation, may, like North America, be conveniently divided into
grass-lands and forest-lands. It should be remembered that in countries
having a summer heat exceeding 70° F., the presence or absence
nf forests and their degree of luxuriance may be taken as an indication
of the amount of rainfall.

Grasses, as we know, arrive at maturity very quickly. Their roots
are near the surface of the soil, and an occasional light rain is sufficient
for their growth. Trees, on the other hand, mature more slowly than
any other plants, and require enough rain to penetrate far below the
surface of the soil.

The greater part of South America lies within the tropics, and the
heavy rains of the equatorial belt produce the densest tropical forests
of the world. The equatorial region is characterized by a richness of
vegetation unparalleled except in a small part of Asia. Especially is
this the case on the basin of the Amazon. Most of the Amazon basin is
covered by dense forests called Selvas. These selvas comprise an area
of very dense vegetation, m which giant trees are intertwined with strong
creepers, and where the thick underwood forms almost impenetrable
jungles. The characterist'c trees of tropical South America are the
palm, fig, banana, mimosa and the bamboo. Besides rubber, which is
the most important product of the selvas, the trees of commercial value
are mahogany, rosewood, logwood and gum. From the logwood dyes
are made, while the copal from the gum trees forms the basis for the
manufacture of varnishes. Among the chief medicinal plants are cocas
producing the stimulant and narcotic cocaine, the cinchona tree from
which quinine is obtained, ipecacuanha, sarsparilla; vanilla, and capsi-
cum,, or red pepper.

THE VALUE OF DRAWING 353

South of the selvas is the Gran Chaco or Great Hunting Ground.
Here the forests are not nearly so dense as in the Amazon valley. The
Gran Chaco forms a connecting link between the selvas and the pampas
which are grassy plains, with here and there salt lakes or marshes.
The pampas correspond to the prairie regions of our own continent,
and where the rainfall is sufficient, large crops of grain are raised. As
we proceed south and west on the pampas, the rainfall decreases, and
we reach vast grazing lands where immense herds of cattle and sheep
are reared. This is one of the most important wool and meat producing
regions of the world. Farther south, the grass-lands eve itually pass
into the almost desert plains of Patagonia which produce only dwarf
vegetation.

Maize, tobacco, tapioca, mate tea, potatoes and cocao are all native
plants, representing different areas of climate and elevation, but rice,
sugar, cotton, and coffee, which have been introduced by Europeans,
are also grown successfully. Brazil, for instance, produces more coffee
than any other country in the world.

Some idea of the productiveness of the South American forests may
be learned from the fact that some years ago at the Paris Exhibition
more than 300 different varieties of wood were on view; but owing to
the scarcity and high price of labour, and the lack of facilities of transport
to the sea-coast, the timber trade of South America has not yet attained
very great dimensions.

The Value of Drawing

ALFRED HOWELL, A.R.C.A. (London)
Central Technical School, Toronto

AMONG the many forms of work that have fallen to the lot of man
to undertake, there is perhaps nothing more attractive and
nothing more useful than a knowledge of drawing. In the maze
and turmoil of a busy world we do not always consider the things that
go to make this busy world. We think of its buildings, its marvellous
achievements in bridge construction, the extensive laying out of its
highways and byways and landscape gardens, its wealth of machinery^
in fact all the objects of use from the tin can to the most finely wrought
piece of jewellery, from the bread board to the oaken chancel, from the
brick to the noblest edifice; and the existence of all these can be realized
only through drawing.

The outlook upon drawing and its value have never been fully ap-
preciated. It has been too much associated with the pleasurable pastimes

354 THE SCHOOL

and too much regarded as a retreat from what appears to be the dry-
routine of other subjects. People who take this indifferent attitude have
not the vision to see that all great feats of workmanship, even outside
the things we generally recognize as art, have, as their basis drawing.
We can search the annals of history^ the life of individual nations, we
can examine ourselves, and we find that all people have expressed
themselves, and we express ourselves, largely through the medium of
drawing. Drawing is one of the most valuable assets to a man's equip-
ment. Every man should have, more or less, a knowledge of drawing.
The carpenter, the bricklayer, the machinist, the barber, the salesman,
the gardener — these are just a few of the men that help to make up
the great range of occupations necessary for the world's existence, and
yet to them a knowledge of drawing is an absolute necessity. The reason
will be obvious and scarcely needs explanation.

Now there are different kinds of drawing, different methods of
expression, and a wealth of material that one needs to draw in order to
achieve success. There is much that is difficult, but it is this very
difficulty that has made drawing one of the most interesting and lasting
of occupations throughout all time.

What is it that has caused man to draw? Has it always been neces-
sary that he should draw? You will perhaps say that the general life
and surroundings of primitive man were not such as to induce any form
of representation. In the first place man had to live; he had to gather
around him those things that were necessary for his living. Granted
that his food was provided by Nature, he required the means of searching
for it, for storing it, and for inventing utensils with which to eat it.
. He found his wood and made his canoe, he unearthed his stone and made
his weapon, he dug up his clay and made his platter, and thus provided
three of the principal things necessary for living. The desire to decorate
was obviously an innate quality with this man, and so he could not
refrain from expressing himself by some means in these objects. Even
• the cave dwellers of Northern France, although living in dwellings that
were practically shut out from the light, possessed that impulse for
decoration. For this reason we find among their early works objects
and dwellings decorated with rudely scratched outlines of zig-zag forms
and animals. Note that outline was the chief means of expression.
The early work of the Egyptians was nothing more than crudely incised
work on stone. Some of the finest work of Assyria is that in which out-
line is most prominent. In fact, Assyrian art, with all its shortcomings,
can boast of having produced some of the finest "low relief" work that ■
the world has seen ; thus came their wonderful sense of drawing. Drawing
was brought to a high degree of perfection by ancient Greece, where the
subtle contour of the human figure was expressed in a superlative degree

THE VALUE OF DRAWING 355

on their pottery. In fact we shall find that there is only one basic argu-
rnent for great art, i.e., drawing.

One could spend considerable time on the mere description of
things that have come down to us and of great works of our day but it
is scarcely necessary. Let us look at the value of drawing, and when
I speak of value I am not thinking of dollars and cents, but of the measure
of its service to man and the universe. A man's equipment is never
complete without a knowledge of drawing. Frequently he is unable to
express himself at a critical moment on account of his inability to draw.
The salesman has lost much trade through this, the young and ambitious
inventor has frequently felt the incompleteness of his ideas through
lack of one thing — a means of expression. The dressmaker could have
suggested that particular part of the dress that would be more fitting
for a particular person — but she could not draw. I have met not a few
people who have had serious regrets because they were not able to
express their ideas through drawing. Perhaps one notion that has
dominated some people's minds in regard to this subject has kept them
from attempting it, i.e., they think that they lack the necessary "gift".
Believe me when I say that the "gift" is not an essential quality. No
one hesitates when it comes to the question of learning to write, and after
all writing is only a form of drawing. There are many men in businesses
outside the pale of art who attribute their success in life to the fact that
they could draw. I am not associating drawing entirely with those who
would become accomplished draughtsmen, but I am looking at it in a
general way and as a valuable aid to expression.

The eye can be well trained to see things in their right relation and
perspective only through such training. The marksman with the gun
will be taught accuracy but only mechanical accuracy; the astronomer
may gauge approximate distances by the constant use of the telescope,
but his power of seeing will be somewhat limited. But one whose eye
has been trained to view a wider range of the universe, from the simplest
object in the house to the gigantic mountain range, is in a much better
position, not only to appreciate, but to convey this appreciation to
others.

One cannot understand the limitless variety and change in Nature
without that insight and penetration that will enable one to compare.
There are certain principles in Nature that can be grasped only through
comparison, and this comparison can be made possible only through
graphic representation.

There are various forms and methods of drawing, but space will not
fx;rmit of going into numerous technical details. Yet it is certain that
drawing is a natural quality to be developed. It starts almost when
the child leaves the cradle. Every child has his own mode of expressing

356 THE SCHOOL

himself and, singularly, drawing is often his most effective and con-
venient form of language. Almost at the stage when the child begins
to babble there are signs of enthusiasm for drawing. And why not?
The child has a consciousness of things around him, and realizes that
these things have shape. The important things impress themselves
upon his mind. The child knows you, he knows me. He knows us by
our voices, but chiefly by our faces. The result is that that piece of
paper that Tommy craves for is not long in its blank state but is soon
covered with profiles of Mamma or Daddy. And, too, it will usually
be found that there is an attempt to let you know what the drawing is
meant to represent. Moreover, only pure outline will be used because
the sense of form has not yet come into the child's perception. Later on
as the child advances and language comes into play, his thoughts will
„be accompanied by illustration- — illustration that corresponds w'th his
thoughts. Drawing becomes an explicit language through the various
stages of childhood, and just as great art is to us a language, so is the
simplest drawing to the child. Take it away from the child's life and
you have taken half of his happiness away.

The people of primitive times were children so far as intelligence was
concerned and their attempts at drawing were invariably of the crude
and inarticulate type. It is only as the intellect develops that ideas or
expression become organized into a coherent wholf . And in the drawing
of young children there is to be noted an important point which will
apply also to the primitive peoples, i.e., no matter what they may
attempt to draw there is always some one thing that is stated out of all
proportion to the rest. The reason is obvious. The child draws the
profile of a face, and will very definitely point out that " here is the nose,
here the mouth, here the eye". In other words, the main features
become fixed in the child's mind. It is said of some Brazilian artists that
upon seeing a European with the characteristic moustache, they were
so attracted by it that its position to the rest of the face was not observed.
The result was that some time after, when they came to draw the gentle-
man in question, the moustache, instead of being placed on the upper
lip, was placed on the forehead. A child observes the main character of
the eye and, if asked to draw the side view of a face, will produce a fairly-
correct outline but usually the front view of an eye. We have only to
examine some of the Egyptian wall paintings or Greek vases of the
Archaic period to find the same characteristics. The law of frontality
is always in evidence with the child. In Egyptian wall paintings, too
one will often find in the same figure t he side view of the head, the front
view of the body, and the side view of the legs — an anatomical impossi-
bility. All this comes about through lack of knowledge of the finer
points of expression together with an incomplete knowledge of form.

PATRIOTIC WORK IN BROWN SCHOOL 357

This lack must necessarily exist with the child. As he grows, form
becomes more exact and proportion is more- closely observed ; character
is more diversified. Drawing to the child becomes a more explicit
language.

[To be continued.)

Patriotic Work in Brown School

MUCH has been said of the industry of the school children of
England and of their eagerness to assist in any project that will
help to win the war. Though not so much has been heard of
the activities of Canadian children, the pupils of the Public and High
Schools have not been idle. One example of this is the work accom-
plished by the Junior Fourth class in Brown Public School, Toronto,
under the guidance of Miss Florence King.

Seeks cannot be made without wool and wool cannot be obtained
without money. The pupils of Miss King's class made candy and sold
it at school "sales" where it went "like hot cakes" and at high prices.
The money thus obtained was supplemented by contributions from
parents. Wool was purchased and was distributed to the boys and
girls. The result at the end of three months was 120 pairs of socks,
85 from the girls, 21 from the boys, and 14 from friends of the class.

358 THE SCHOOL

The accompanying illustration shows the long line of soldiers' socks
strung across the^classroorrv

. This is an instance of what can be done by a teacher who is gifted
with enthusiasm, patience, and liberality.

G. A. C.

Diary of the War

(Continued from the Supplement to the Special War Edition).

JULY, 1917.

July 1. Russians begin an offensive in Galicia on both sides of Brzezany on a front of
20 miles; three lines of trenches and village of Koniuchy carried; io,ooo
prisoners. French recover trenches across the Ailles-Paissy road.

July 2. Russians gain further successes around Brzezany at Koniuchy and Zborow; 6,^oo
prisoners and 31 guns captured. British lose ground before Lens. German
attacks beaten back at Cerny and between Avocourt and Hill 304,
Verdun.

July 3. Russians push their offensive in Galicia; the battle extends northward towards
the Stockhod. A German attack on the Craonne Plateau beaten off with
great loss. The King and Queen arrive in France for a visit to the front.
In the House of Lords Lord Hardinge explains his connection with the
Mesopotamian campaign.

July 4. American Navy Department announces that a German submarine attack on
American transports has been beaten off by the convoy of war vessels', at
least one submarine sunk. An old British destroyer sunk in the North
Sea by striking a mine; 18 survivors. British mine-sweeper sunk by
mine in Mediterranean. German aeroplanes raid Harwich; 11 killed and
36 injured. Two enemy machines destroyed on the return journey.
Russians capture Pendjvin, on the Persian border.

July 5. Slight British advances on a 600 yard front in the neighbourhood of Hollebeke.
Further fighting on the Brzezany.

July 6. Russians attack in the direction of Stanislau, Galicia, and take 1,000 prisoners.
Conscription Bill carried in the Canadian House of Commons. British
destroyer torpedoed and sunk in the North Sea; 8 lives lost. Herr
Erzberger's demand in the Reichstag for domestic reforms and for a peace
without annexations or indemnities causes a crisis in Germany.

July 7. Twenty German aeroplanes raid London; sg killed and igs injured; four raiders
brought down. Four English aeroplanes lost; two British pilots killed, one
injured, one observer killed. French aeroplanes bomb Treves, Coblentz,
Ludwigshafen and Essen in reprisal for German raids on Nancy and
Epernay the day before. British advance slightly east of Wytschaete.

July 8. Russians under Kerniloff win a victory west of Stanislau capturing the town of
Jezupol and over 7,000 prisoners. President Wilson declares embargo on
food, metals and coal. Germans carry a number of trenches across the
Soissons-Laon road near Braye-en-LaonnoiS.

DIARY OF THE WAR 359

July 0. H.M.S. Vanguard blown up while at anchor in Sheerness Harbour; over 800
lives lost; 97 survivors. British airmen attack the Goeben and the War
Office at Constantinople. A secret session in Parliament to discuss the
London air raid. General Korniloff takes Wiktorow within 5 miles of
Halicz; another 1,000 prisoners. Austrians fall back behind the River
Lomnica. British line advanced on the Messines front east of Oostta-
verne. Germans attack east of Hurtebise. French regain some of the
trenches they lost at Braye-en-Laonnois.

July 10. Fall of Halicz to Russian troops under Korniloff. Enemy pursued across the
Lomnica; 2,000 prisoners. Germans attack the British lines near the mouth
of the Yser capturing the corner of land near the dunes on 1,400 yards front;
loss in prisoners 1,200.

July 11. Fall of Kalusz, 17 miles from Stanislau. Germans make progress near to
Monchy. The Kaiser promises an equal franchise in the next elections
to the Prussian Diet. British inflict considerable losses on a Turkish force
near Feluja on the Euphrates.

July 12. In the Mesopotamian debate in the House of Commons, Mr. Austin Chamber-
lain announces his resignation of the Secretaryship for India. Russians
advance from Kalusz towards Dolina; 860 prisoners. It is announced
in Parliament that the King of Hejaz has defeated the Turks and now
controls the country between Akaba and the Hejaz Railway.

July 13. Further Russian progress around Kalusz; 1,600 prisoners.

July 14. Dr. von Bethmann Hollweg resigns the German Chancellorship and is suc-
ceeded by Dr. Michaelis. The King and Queen return to London after
their visit to the front. Germans gain a minor success on the Chemin-des-
Dames Ridge, west of Craonnc. French take 360 prisoners in Champagne
on Mount Haut and Le Teton. British raid Turkish lines near Gaza.

July 1.5. Russian advance checked by the Germans on the Upper Lownitsa; Russians
from July 1st have taken 36,000 prisoners. Italians raid in the Carso
near Versic taking 275 prisoners. Crisis in Russia; four Ministers of
Cadet Party resign as a protest against Provisional Government's policy
regarding autonomy of the Ukraine. ^

July 16. Revolt breaks out in Petrograd owing to the disbandment of recalcitrant regiments.

The mutiny in the barracks is engineered by the Maximalists under M.

Lenin. Russians are forced to withdraw from Kalusz. Six German

f steamers intercepted oflf Dutch coast by light British naval forces; four

captured and two driven ashore damaged by gunfire.

July 17. French recapture the positions they lost on Hill 304 on June 29; 42.5 prisoners.
The Royal Family takes the name of Windsor. Important Ministerial
changes announced; Sir Edward Carson joins the War Cabinet. The
Petrograd revolt continues.

July 18. Petrograd riots suppressed. Bitter fighting on the Russian front for the
village of Novica. German attacks near St. Quentin and at Avocourt
Wood, Verdun, defeated.

July 19. Germans gain successes east of Zolochev and southwest of Halicz, owing to Russian
troops' refusal to fight. Germans reach the British line south of Lombar-
tzyde, but are thrown out again. Fresh German attachs at St. Quentin
and on the Craonne Plateau defeated by the French. Two Turkish
cavalry regiments driven back at Beersheba. Enemy's main position at
Narongombe, southwest of Kilwa, East Africa, taken; enemy retires to the
Mbemkuru Valley. Herr Michaelis declares for a victor's peace and the
inviolability of German territory; last peace offer from Germany.

360 . THE SCHOOL

July 20. The breach in the Russian lines widens; Germans progress along the Lemberg-
Tarnopol Railway in the direction of Tarnopol. British carry out a
successful raid at Gaza.
July 21. Russian front in Galicia definitely broken; troops abandon their positions in
panic. Germans reach the suburbs of Tarnopol. Mr. Lloyd George
replies to Herr Michaelis. British armed cruiser, Otway, torpedoed and
sunk in northern waters.

July 22. Russian retreat extends; much indiscipline among the troops. Air raid on
Harwich and Felixstowe; 37 casualties. Prince Lvoff resigns the Russian
Premiership and is succeeded by M. Kerensky. Austro-German troops
enter Tarnopol. British submarine C 34, sunk; one survivor taken
prisoner.

July 23. Russian retreat continues on 150-mile front; jail of Halicz; Stanislau being
evacuated. Enemy cross the Sereth. A feeble resistance offered by the
Russians at Trembowla. Russian divisions at Dvinsk and Smorgon fail
owing to voluntary withdrawals by the troops. Russo-Roumanian
successes in the Susitza and Putna Valleys; 2,000 prisoners and 57 guns
taken.

July 24. Russians evacuate Stanislau and Nadvorna. French regain all their lost ground
on the Chemin-des-Dames ridge. Recruiting in England transferred
from military to civilian hands.

July 25. Russians evacuate Buczacz, Tlumacz, Ottynia and Delatyn, and abandon
their positions in the Carpathians. Artillery battle in Flanders increas-
ing. French repel counter-attacks on California Plateau, Craonne region.

July 26. Enemy capture Kolomea. Allied Balkan Conference in Paris closes.

July 27. Russians retreat over the Calician frontier. Roumanians advance towards
Kczdi-Vasarhely. Germans attack Moronvillers and Craonne ridges.

July 28. Austro-Germans capture Kuty. Russian retreat becomes more orderly.
Roumanian advance continues. .

July 29. Flanders artillery battle becomes intense.

July 30. H.M.S. Ariadne announced torpedoed and sunk; 38 men killed by the explosion.

July 3]| Great Allied offensive opens in Flanders.

AUGUST, 1917.

Aug. 1. Germans capture St. Julien and part of Westhoek in a counter-attack. British
line advanced a little near the Zillebeke-Zandvoorde road. French win
fresh ground on the west bank of the Yser Canal. Enemy advance near
Russian frontier at River Zbrucz, towards Czernowitz in Bukowina, and
also gain a footing in Bessarabia. General Korniloflf succeds General
BrusilofT as Russian Commander-in-Chief. General Dmitrieff resigns,
and General Tcherenisoff succeeds Korniloff.

Aug. 2. M. Kerensky tenders his resignation which is refused. Russians retreat over
the Galician frontier. British re-establish their advanced line near the
Ypres-Roulers railway. Germans attack Infantry Hill, east of Monchy
and capture portion of front line trenches. Admiral Lacaze, French
Minister of Marine, resigns as a result of attacks on his submarine policy.

Aug. 3. British retake St. Julien and positions lost on Infantry Hill. Austrians enter
Czernowitz. Heavy fighting near Lindi, German E^st Africa, and up the
Lukedeli River.

DIARY OF THE WAR 361

Aug. 4. M. Kerensky withdraws his resignation and reconstructs the Government.

Enemy progress in Bukowina and reach a point 10 miles east of Czerno-

witz. Mr. Lloyd George, on the third anniversary of Britain's entry .into

the war, speaks on the war aims of the ."Mlies, London.

.■\ug. 5. Russians counter-attack east of Czernowitz, but are compelled to fall back

on their main positions.
Aug. 6. Von Mackensen pushes back the Russian line north of Focsani; 1,.300
prisoners. A Spanish newspaper announces that the German government
has not agreed to refrain from attacking hospital ships whose good faith
is guaranteed by the presence of a Spanish naval officer. Changes in the
Admiralty announced. Vice-Admiral Sir Rosslyn Wemyss appointed
Second Sea Lord in succession to Admiral Sir Cecil Burney, Mr. Alan
Garratt Anderson to be controller, and Sir Oswyn Murray to be
Permanent Secretary in succession to Sir W. Graham Greene transferred
to Ministry of Munitions.
Aug. 7. Russians stiffen resistance on the Galician frontier and take 300 prisoners.

Mackensen progresses north of Focsani, Moldavia.
Aug. 8. Mackensen reaches the River Susitza and takes over 3,000 prisoners in three
days. Russo-Roumanian army retires in the Trotus Valley, southwest
of Ocna. Russians pressed back south of Kimpolung. French gain
ground northwest of Bixschoote. Enemy attacks on the Salonica front
repulsed.
.Aug. 9. Mr. Neville Chamberlain resigns. Mackensen reaches the railway junction
of Marashelti. Roumanian railways and the rear of the army in the
mountains threatened. Further slight French gain near Bixschoote.
Aug. 10. The Labour Party Conference decides to send delegates to Stockholm.
British recapture Westhoek and enter Glencorse Wood; 240 prisoners.
French cross the Steenbeek. Further Russo-Roumanian retirement in the
Trotus Valley.
Aug. 11. British line pushed back somewhat in Glencorse Wood, but British gain
ground in neighbourhood of Ypres-Staden railway. Mr. Barnes succeeds
Mr. Henderson in War Cabinet. Russo-Roumanians attack near Focsani
and take 1,200 prisoners. They are eventually forced back and com-
pelled to evacuate Marasheshti and Furceni; enemy claims 6,500 prisoners.
Aug. 12. Twenty German aeroplanes raid Southend and Margate; 32 killed and 43
injured; one aeroplane of the Gotha type destroyed. Russian resistance
on the Zbrucz stiffens. Roumanians forced to retire in the Focsani sector.
-Aug. 13. Roumanians capture Slanic in the Trotus Valley. Government announces

that no passports will be issued for the Stockholm Conference.
.\ug. 14. The Pope addresses a Note to belligerents and neutrals making a new appeal for
peace. British make progress on the right bank of the Steenbeek River.
Admiralty announces that a destroyer strikes a mine in the Channel and
sinks. China declares war on Germany and Austria-Hungary.
.'Xug. 15. Canadian troops storm the German positions between Lens and Loos; Hill yo
and several mining suburbs of Lens captured; 8g6 prisoners. Progress made
by enemy troops under Mackensen along the Sereth; 3,500 prisoners.
Aug. 16. British capture Langemarck and over i ,8oo prisoners. French cross the
Steenbeek. German counter-attacks at Lens beaten off. Roumanians
repulse Germans at Ocna and in the Fcx:sani area. British scouting force
damages a German destroyer and two mine-sweepers in the Heligoland
Bight.

362 THE SCHOOL

Aug. 17. French forces gain ground east of Bixschoote near the River Broenbeek.
Heavy enemy attacks in the Trotus Pass beaten off. Canadians occup\'
part of Lens defences. One hundred and eleven French aeroplanes bomb
the enemy's lines.
Aug. 18. German attacks on Canadian positions northwest of Lens defeated.
Aug. 19. Italians open a great offensive on a JO mile front from the I sonzo to the sea.
Whole of Austrian front line from Plava to the sea carried; the Bainsizza
Plateau attacked; 7,600 prisoners. Roumanians resist Mackensen in the
Focsani region but Kovess reaches the outskirts of Ocna, Trotus Valley.
British occupy Shahraban in Mesopotamia.
Aug. 20. Great French attack at Verdun on an 1 1 -mile front ; enemy defences carried to a
depth of lyi miles; Avocourt Wood, the two summits of Mort Homme,
Corbeaux Wood, Cumieres Wood, Talon Hill, Champneuville, Hills J44 and
240, and Mormont Farm carried; 4,000 prisoners. Italians advance
continues; furious fighting around Mt. Hermada; over 10,000 prisoners to
date. German offensive on Riga front made possible by the voluntarv
retirement of Russian troops near Anting and Kemmern. Slight British
advance north of Bixschoote.
Aug. 21. Canadians capture German positions on a front of 2,000 yards north and west
of Lens. Zeppelin raid on the Yorkshire coast; one casualty. Zeppelin
destroyed by British light naval forces off the coast of Jutland. Further
French progress at Verdun; Goose Hill, Regneville, Samogneux and
fortifications around Hill 344 taken; over 5,000 prisoners to date. Labour
Party confirms, by narrow majority, its previous decision to send delegates
to the Stockholm Conference.
Aug. 22. Ten enemy aeroplanes attack Margate, Dover and Ramsgate in Kent ; 1 1
killed and 26 injured; three of raiders brought down and five of German
protecting squadron awaiting their return lost. Italians make further
progress on the Bainsizza Plateau and new progress further south ; prisoners
to date over 16,000. Lens is invested from the north, west and south.
British advance east and north of Ypres. Russians retreat on the Riga
front ; the line is withdrawn from 3 to 8 miles to the north.
Aug. 23. Canadians attack the Green Grassier, a big colliery dump at Lens, and gain a
footing on it. Further Italian success; new positions carried and prisoners
increased to over 20,000.
Aug. 24. Italians capture Monte Santo. New French progress at Verdun; Hill 304
and Camard Wood taken; bank of Forges Brook reached. Fierce fighting
in Inverness Copse and Glencorse Woods. British forced back along the
Ypres-Menin road. War Office gives total prisoners taken by the Allies
between April g and August 22 as: taken by British 46,15;,- by French
43,723, by Italians 40,681 and by Russians 37,221. Total German prisoners
now in British hands i02,2iS, and total British prisoners, including Indians,
in German hands about 43,0(0.
Aug. 25. All-Russia Conference opens in Moscow.

Aug. 26. British capture enemy positions on a mile front east of Hargicourt. French
advance north of Verdun; Fosse and Beaumont Woods and over 1,(K)0
prisoners taken. Germans progress east of Czernowitz; 1,000 prisoners.
Italians announce their new line to run through Siroka Njivo, Jenelik and
Kobelik to Monte Santo; Austrian resistance on the Bainsizza Plateau
stiffening; 23,000 prisoners to date.
Aug. 27. British make further progress around Langeiharck.

RURAL LEADERSHIP 363

Aug. 28. Allied Socialist Congress opens in London. Furious fighting on the Bainsizza
Plateau. Breakdown of Russian defence leads to enemy advance in
Roumania; a Russian division in the Focsani region flees in disorder.
General Korniloff makes strong speech at the closing of the Moscow
Conference on dangers to the military' position.

.\ug. 29. President Wilson replies to the Pope's Peace Note. Russo-Roumanian
troops make a further retreat east of Iresti.

-Aug. 30. Slight British advance east of Janshoek.

.Aug. 31. Lull in fighting on Western Front. Retirement of Russo-Roumanian army
on Eastern Front continues.

Rural Leadership

JE-iVN S. M.tcGREGOR
S.S. No. 14. Harwich. East Kent

THE subject of rural leadership is of vital interest to every earnest
teacher in every rural community, and there are many ways in
which real leadership can be displayed.
The influence of good pictures needs scarcely to be dwelt upon, and
yet in how many of pur rural schools will be found nicely framed copies
of the master-pieces in Art.-' In how many of the homes is there a know-
ledge or recognition of even a few of them? The school is the best place
to introduce them to a section. Can a child gaze at a picture like
"Madame LeBrun and Daughter" and not feel the sacred bond of
mother love, and wiB not that feeling become a part of his own personal
experience? Or can a child study the praying figure of "Christ in
Gethsemane" and not feel the dignity and sublimity of holy things?
These feelings are threads in the web of character, and the child is
father to the man. Pictures like these are going to be talked about by
the children in their homes, and the parents will be quite eager to attend
a picture "At Home" in your school to view the new attractions. They
will unconsciously be led to a knowledge of a few of the good things in
Art, and to an experience of the thoughts suggested by these pictures.

The teacher who has a musical education has a talent which to bury
would be criminal. In these days of cheap second-hand organs, it is an
easy matter for each school to possess an instrument. When the cold
days of winter keep the children in the classroom the noon hour spent
around the organ is much superior to the noisy play which so often
develops with the indoor games. Again the child is the medium between
the teacher and the parent, for the love ofmusicis carried into the home,
and when a parent sees his child interested in music he is almost always
anxious to develop that taste. I have known an instance of four girls

364 THE SCHOOL

taking music lessons as a result of an organ coming into the school.
These are both simple examples, but are they not gentle reins of real
leadership of a community through the medium of child life?

And so, too, the child carries the school literature into the home.
The choosing of books is a responsibility which every teacher should
carefully consider. The right choice depends upon a right taste, and a
sympathetic knowledge of the interests of the readers. By consulting
the Departmental list for library selection one can scarcely go astray;
and yet in one school library I found almost a complete set of the novels
of Rider Haggard and a goodly number of the works of Marie Corelli!
The rural school library is the public library of the community. There
is leadership in the choice of books sent into the home or brought to
the literary meetings of the social club.

One can scarcely touch upon the subject of recreations without first
considering the suitability of the school grounds and school building
for recreative purposes. The aim should not be to make the teacher
the social leader but rather to make the school the social centre of the
community, for the teacher is too often a transient factor in the scheme
of things, while the school is the permanent moulder of community life.
This being the case, it should be the aim of the teacher to create a centre
of interest in the school grounds and building as we^ll as in the children.
Every country school should be as well cared for and just as attractive
as the average well-to-do home of the neighbourhood; a high regard for
the "school will bring with it a high regard for the school's work. It is
not right that our country children should be denied the delights of a
well-equipped playground. The city child has his public playground,
his pleasure park as well as his up-to-date schoolgrourid. The country
child is equally deserving and in just as much need of this kind of amuse-
ment and education. Instead of hay fields, turn the rural school ground
into a verdant lawn; make a few attractive flower beds, cultivate window
boxes, and introduce teeters, swings, basket ball, tennis, etc. Then
stand back and behold the joy of the children and the pride of the parents.
Your interest and enthusiasm will reach out to others. People will
volunteer to help and make suggestions for still greater improvements.
When passers-by will stop during the holidays to mend a broken wire
on the hanging basket or pull the weeds in the flower beds you may
know that you have created an interest which reaches beyond that of
the children. There is a double purpose in ti^^rning the wild school
ground into a pleasure park. It serves not only the children who are
attending school but it makes a splendid athletic ground for after school
hours. Invite the youth of the neighbourhood to come there for their
sports. Be one of the players yourself; organize an athletic club. Your
presence and the presence of other young ladies will do much to eliminate

RURAL LEADERSHIP 365

rowdiness and to encourage the right spirit of fair play and true sports-
manship. Your school lawn will also be the ideal spot for your afternoon
picnics, socials, etc. While this activity will especially appeal to the
young people the attractiveness of your school ground will be a bond
between you and the home-makers. When this one sends you bulbs,
and that one donates vines for your boxes, and still another contributes
slips and shrubs, you may feel quite satisfied that you have begun to
make the school a centre of community interest. Some may feel like
asking how all this can be financed. It may not be accomplished in a
year, but on the other hand it should be done as quickly as possible in
order to keep the interest from lagging. Get a lawn mower and make
a start by reclaiming at least a portion of the yard. That is a beginning
and if a beginning is made and you are truly interested you will find
it a fascinating enterprise to reclaim the whole plot. A little persuasive
talk with the school board, a little grass seed, and a little push in the
teacher will accomplish much. Perhaps the undertaking sounds labori-
ous; it will take your time, it will take your thought, but it will repay
you a hundredfold if you are able to see the future as the result of the
present. When the child of to-day becomes the man of to-morrow that
school ground will be the inspiration for attractive home surroundings.
Is not this leadership for the school? When you have once created a
real interest in the school on the part of the community it is surprising
what forward steps may be taken. The school board begins to see that
a cement walk is needed, that the building needs redecorating, according
to the need of your school, and best of all, they become courageous
enough to spend the money for these improvements because they know
the community is interested enough to back them up in this expenditure.
It is then you see the broadening out of the community mind, for broad-
ness of mind is measured by the number of interests in the mind. If you
are fortunate enough to inspire interior decoration, choose your colour
scheme with a view to harmony and cheerfulness. Be sure you discuss
the matter with your school board before they purchase paint that would
be entirely opposed to this idea. During the winter months the class-
room should serve a similar purpose as the grounds in summer. It
should be the home of the literary society, and the dramatic club, and
the charm of your room will add to the success of your social evening.
Every person who enters will feel the pride of ownership, for the school
is the possession of all; it has the goodwill of all, for more than any
other institution it is non-partisan and non-sectarian.

The school is possessed by all and it should possess all. The members
of rural society are too few in number to permit of separation into cliques
for the personal satisfaction of a selfish few, and it should be the aim of
the teacher to create interests common to all, to encourage a disposition

366 THE SCHOOL

to think well of others, and to promote a feeling of universal good fellow-
ship. Let -your plans be big enough to include the many, not the. few,
chdsen ones of superi'or intellectual attainments. Remember it is the
development of the community which the teacher has at heart, not
merely the pleasure of personal entertainment. The teacher should
lead the people away from the narrow rut which results from a lack of
good reading, from petty jealousies, from want of social culture.

What qualifications should the teacher have for this work? Literary
leadership has already been alluded to in connection with the reading
clubs and literary society. On the part of the teacher it requires a know-
ledge of books; not only the masterpieces of standard literature, but
good modern literature based upon the present-day interests. The
teacher should keep in touch with the work of the farm and the problems
of farm life by reading the agricultural papers and such books as The
Challenge of the Country by Fiske, Country Life and the Country School
by Carney, and Rural Life in Canada by McDougall. This will put
her mind in harmony with those about her, and when they feel that
harmony they will be influenced by her to travel into other realms of
literature. The teacher must have, not only a knowledge of books,
but the power of interpretation as well. In your reading clubs you must
not expect to introduce Browning, Shakespeare, or Milton to a circle
of readers who have not travelled the graded steps of literary appreci-
ation. Better begin with the idea of interest first, by reading some
modern book which they have heard discussed, and lead gradually into
the heavier and more solid books.

Literary leadership goes hand in hand with social leadership, for
the social life of the rural community is necessarily composed to a large
extent of reading clubs, debating societies, dramatic clubs, and similar
organizations. But while one might have all the requisites of good
literary leadership it does not follow that the social qualities will be
there in abundance, although this is usually the case. To lead socially
you must possess a universal love for your fellowman, an ease and
graciousness of manner that will make him feel comfortable in your
presence, and sympathies broad enough to encompass the interests of
the whole community. If to these qualities can be added vivacity of
manner, executive ability, and a quick intelligence, then you may
behold a paragon of social leadership. The teachers' attainments in
general scholarship and their varied accomplishments enable them to
lead in almost every phase of social work, and to lend inspiration to
this form of service for adults is second only to putting life into the
schools and promoting the welfare of the children. Along with this
there is another thought to be remembered. There is a price to leader-
ship as there is a price to every good thing. One cannot be a successful

RURAL LEADERSHIP 367

leader -without being the centre of criticism, and perhaps the target of
petty jealousies, but the biggest price of all is the demand upon your
time, your thought and your inventive genius. Those who lack the
ability to lead will not emulate it in others, and the would-be-leader
must be prepared to combat ^;his spirit if it enters into her work. She
must be able to rise above it, and to continue regardless of it.

These three phases of leadership will reach out to all the people of
the community. It is but natural that the teacher should plan most
for the leadership of the children. They are such bundles of potential
activities that they especially require skilled leadership. Participation
in their games will do more towards establishing the right kind of play
spirit than all the advice and correction combined. It will eliminate
loud dissensions, promote fairness and teach them to give the other
fellow the benefit of the doubt. There will be less roughness, better
language and organized play. The teacher will also lead them to organize
school clubs and direct them in the management of school "At-Homes"
on which occcisions they entertain their parents. Perhaps one of the
most outstanding events of the year is the school concert. It gives
training to both children and youth ; it is the surest and quickest means
of uniting the parents and the school in a common interest; it gives
entertainment to the public and adds prestige to the standing of the
teacher. Last, but not least, it furnishes the finances needed for the
beginning of these uplifting influences.

There is one more feature of leadership which may justly be stressed.
It is the agricultural element which is being introduced into our schools.
A summer course at Guelph cannot help but equip a teacher better for
rural leadership. I need not dwell on this as it is being constantly
brought to the attention of the teachers. I would like, however, to say
a word in favour of school fairs. If any teachei thinks of the school
fair as a trying ordeal, devoid of compensation, just work up a sincere
and enthusiastic interest for one year, and see how quickly that im-
pression will vanish. To arouse local interest have the contribution of
your school on exhibition in the home locality for a couple of days before
the Fair. Talk about your plans and the children's work. You will be
surprised to see how many of the parents will attend as a result of this
little scheme. They will be ready next year to give the necessary en-
couragement to the experimental pk)ts and be eager at any time to dis-
cuss agricultural interests and problems with you.

Of course, participation in the activities mentioned will necessitate
the teacher's remaining in the community over the week-ends; but if
one is to be a leader it is necessary to regard that community as one's
home and not merely as a place to stay from Monday morning till
Friday night.

368 THE SCHOOL

As a closing word let me emphasize the idea that rural leadership
should be the attribute of the school; the teacher the working agent of
that institution striving to promote the correct relationship between it
and the community which supports it.

Discipline

S. SILCOX, B.A., D.Paed.
Principal, Normal School, Stratford

THE teacher who is the best disciplinarian to-day is the one who
prevents offences rather than the one who treats them severely,
albeit justly, when they occur. Not many years ago, the majority
of parents and teachers believed that "offences must come" and that
it was desirable to act on the principle "woe to him by whom the offence
Cometh ". Now we begin to see a better day as indicated in the following
paragraph from a recent report. .

"In Los Angeles the teachers of special classes for truants, incorri-
gibles, and other misfits are all men. Mr. E. J. Lickley, Supervisor of
Compulsory Education in Los Angeles, says of these classes, "Manual
and trade work, play, and athletics, are emphasized. Truancy is no
longer dealt with by the Juvenile Court. The percentage of daily attend-
ance is every month higher in the truant schools than in any regular school
in the city. No pupil in these schools is expelled or suspended, and
punishment of any kind is rare. Almost every boy makes good and
hundreds are saved from careers of criminality and started on the road
to upright living and good citizenship".

If such a state of discipline is possible in a truant school, what should
we expect in a school composed of normal children?

In October 1913, Mrs. Marie Turner Harvey took charge of a rural
school near Kirksville, Missouri, known as the Porter School. She
reorganized the school on a community basis, improved the plant,
established an orchard and five-acre farm in connection, and intro-
duced pupils' organizations. The result stated by her in the Grain
Grower's Guide is as follows:

"In three years not a credit mark, grade card, prize, or penalty, has
been given. No artificial stimulus has been used. The enrolment has
reached the forty mark (formerly under twenty). Attendance and
punctuality are high, absences occur only in cases of grave necessity,
in which cases explanations come over the 'phone, often with the request
that, if possible, a certain class lesson be postponed until their return. . . .

DISCIPLINE 369

"There is a motive back of everything the child does, and he pursues
his studies with the zest of a scientist. His letters, compositions, and
journals tell of the various activities, and require the use of words
naming plants as well as those from literature and history".

I visited this school in October, 1913, just after Mrs. Harvey took
charge of it, and can assure the reader that the children in any rural
school in Ontario with which I am familiar are much superior to those
in the Porter School. The right teacher with a vitalized course of study
can effectually prevent offences in the schools of Canada. Unfortun-
ately, we sometimes fail to provide a vitalizing course of study.

In dealing with the individual offender, it is well to remember that
character is of slow growth and that it results from continued right
response to environment. The first right response is a small part of the
complete righteous life; yet it is tremendously important as an indica-
tion of a changed attitude. Consequently, any particular punishment
for an offence can be valued only as it helps to secure this right response.
There is nothing of value in the punishment by itself. It may be in-
jurious. All depends upon the response to environment that follows.
Hence, if the punishment secures this right kind of response, it may be
justifiable.

There is always, however, the question whether some other means
would not secure a better subsequent response.

Consider the specific case of a boy who has told the teacher a lie and
has been severely whipped. If he is convinced that the teacher will
always discover his lies and punish him, he will probably tell the teacher
the truth. Meanwhile, he may be lying to his parents, to his brothers
and sisters, and to his playmates in school. If so, there is no develop-
ment of honest character. His response to his teacher's influence cannot
counteract all these other responses.

If, on the other hand, the teacher had discussed the seriousness of
lying; had shown its underlying cowardice; had aroused a desire to
emulate some honest character as revealed in such stories as Little
Scotch Granite (White's School Management) and had ended by asking
the pupil to write a composition on what would happen if no one spoke
the truth, following all these up day by day with other stories and with
reports of what great men have thought about it, there would be a fair
chance of constant honest reaction at all times.

Have you ever taught your class thoroughly these truths?

"Honesty is the best policy".

"Truth is Mighty and will prevail".

"The way of the transgressor is hard," etc., etc.

Are they not more important than this truth. The angles at the base of
an isosceles triangle are equal, and other geometrical truths?

370 THE SCHOOL

Would you punish a pupil for saying that the angles at the base of
an isosceles triangle are unequal? Why not? Why punish him for
making incorrect statements about his actions on the playground,
especially when you have never spent five minutes teaching him to be
truthful?

The fundamental reason for ofifences of all kinds is ignorance. The
mode of treatment, therefore, must be based upon sound instruction,
which aims to secure right response to environment. The following
account of a reformation, effected in an unruly boy by a teacher in her
own school, illustrates very well the principle just stated.

How I Reformed a "Bad" Boy.

"In a school of forty pupils, Robert was easily a leader of the boys
by virtue of size, years and a spirit of determination that characterized
all his actions. During the study period he was the bane of my life, as
he delighted to annoy me. If he could keep the other children from work
along with himself, he was happy. It was his delight also to give a
"smart" answer when I spoke to him. This would be something to
boast of at some future date.

"While teaching a class, my eyes would have to be on Robert and
half of my interest likewise. He seemed not to be interested in any kind
of school-work and all talks with him were fruitless. When he was
absent, we were all happy and everything went well.

"One day, as an exercise in composition, I wrote on the blackboard
the Golden Rule and after talking over it with the class, asked them to
write a story illustrating this. That done, school was dismissed for recess.

"As I sat alone in the school room, Robert entered, and as I was
always searching about in my mind for ways and means to effect a cure
for this wayward pupil, I at once thought of our composition lesson. I
asked Robert if he were a teacher, how he would like to be annoyed at
every turn by a troublesome boy who made his life miserable at school.
He confessed he would not like it at all; so I asked him if he wouldn't
treat me as he would like to be treated, were he in my position. He con-
sented to try. I left the 'Golden Rule' written on the blackboard
(which was close tc# his seat) for several days, and when Robert grew
restless, I looked at the ' Rule ' and he would at once get to work. From
that day Robert was my best friend and helper, and never worried me
further. He took an interest in his lessons, worked hard and passed
his entrance examination with credit.

"Possibly the reason the cure was effectual was that it was applied
while he was giving no offence, and he was honest enough to view his
faults in their true light. His family mov^ to a distant part of Canada
and I was unable to follow his career".

The School Library

G. M. JONES, B.A.
Faculty of Education, University of Toronto

IX these days of educational unrest the equipment and use of the school
library are receiving great attention. From being a neglected and
fairly unimportant part of the school equipment, the library is
gradually becoming the centre of school work, the laboratory equipment
with which teachers and pupils of all departments work out their prob-
lems. Whereas the library was formerly housed in some dingy little
room in which pupils found no welcome, iT is now sometimes given one of
the best rooms in the building and is in charge of a specially qualified
teacher, or a trained librarian.

Is it necessary to emphasize the importance of the library in the work
of the different departments of the school ? As the laboratory method is
more and more applied to the work in English and history, it becomes
more and more necessary to have at the disposal of teachers and pupils a
well chosen and adequate supply of books. Both supplementary reading
and regular class work in literature can be carried on to the best advan-
tage only when the school library is well supplied with books of literature
in the broad sense. Class work should send the boys and girls to the
library, both to do special work assigned by the teacher and to satisfy
the natural taste for reading which has been created or stimulated by
class work. And no miniature collection of the English classics will
sufifice. Works by modern authors, and especially those that make a
strong appeal to the young, should Ix- on the shelves in adequate num-
bers. The choice of such books is a serious task for it requires of the
teacher or librarian not only a knowledge of children, but a constant
search for suitable books. Good collections are built up only after
years of work.

The newer methods of dealing with history and civics absolutely
demand adequate libraries. More and more, pupils are being asked
to look up in the library material on history topics; less and less is the
text-book being regarded as the only tof)l necessary even for pupils.
Reference lx)oks, standard histories, biographies, source books and atlases
are necessary, absolutely necessary, if boys and girls are not only to take
an interest in history, but to learn to use the historian's tools.

The laboratory is, of course, indispensable in the teaching of science,
but so is the library, for both the teacher and pupil. They experiment
in the laboratory, but they also go to the library to consult standard
works and magazines on the subject they are investigating.

1371)

372 THE SCHOOL

Many of the newer subjects that are finding places on the curricula
of High Schools require special collections of books. Vocational guidance,
manual training, domestic science, various branches of technical training,
elementary sociology, all depend very largely for their success on an
adequate supply of suitable books. Moreover these should not all be
text-books. " It goes without saying that where the High School gives
courses in dressmaking, cooking, carpentry, etc., the library should
contain something beside^. text-books on those subjects. If dressmaking
is worth studying at all, books on costume as well as the best fashion
magazines should be the library's contribution to the course. Carpentry
is but an introduction to architectural or cabinet work, and books on
houses and furniture should be available to the students in such courses".

In connection with all these branches, magazines and newspapers are
of very great value, and should be as much a part of the equipment of the
library as are the books. They furnish not only much interesting light
reading, but a great deal of instructive matter that can be utilized in
connection with class-work, either to supply the latest information on
certain subjects, or to give those interesting side-lights which help to
make such subjects as oral composition or history attractive to children.
Some schools, both in this country and in the United States, are utilizing
magazines very largely, particularly in connection with current events
and civics.

A good collection of books requires a good room. Too often in the
past, libraries have been housed in class-rooms, ante-rooms or cloak-
rooms. Even yet in many large schools the library room is too small
or too badly lighted to accorumodate properly any considerable number
of pupils. In only a few cases are the libraries regularly in charge of
librarians who are present for a considerable part of the time to assist
pupils in their work. These conditions must be improved. The library
room must be large, and well lighted, ventilated and heated. Sufficient
accommodation must be provided to allow a considerable number
of pupils to work there during school hours. Somebody, preferably
a teacher, must be on hand to lend assistance and see that serious work
is done. A proper catalogue must be prepared to enable pupils to find
things for themselves. In short, the library must be made a thoroughly
efficient laboratory for teachers and pupils.

Of course, all this costs money, as most good things do; but, if teachers
insisted on the absolute necessity of adequate library equipment, school
boards would soon vote money for the library as cheerfully as they now
vote it for science equipment. The day of niggardly and irregular
grants for books is rapidly passing, both because boards and teachers

*Powell, The Children's Library, p. 104.

THE USE OF THE PHONOGRAPH 373

are learning more fully the value of the library, and because provincial
departments of education are basing their grants partly on the value of
the library.

The cost of the school library may be reduced by a hearty co-opera-
tion of the school with the nearest public library. This is particularly
feasible in towns. One of the best examples of such co-operation is
found in Toronto, and was rather fully described by Miss Kate L.
Stewart in the April, 1917, number of The School. In the United
States some novel forms of co-operation are being tried. For instance,
in Gary, Indiana, a branch of the public library with a street entrance of
its own, is located in one of the newer school buildings. Such co-operation
not only sa\-es expense to the school board, or the library board, but
trains school children in the use of the public library, and makes them
more constant and more intelligent patrons of that great public insti-
tution.

The choice of books for a progressive library is a serious task, but
aids are becoming more numerous and more efficient. Most provincial
departments of education publish classified catalogues of suitable books;
provincial library departments usually publish periodical bulletins;
but in the future as in the past the review columns of daily papers,
general magazines and educational journals will continue to furnish a
large part of the information about new lx)oks which teachers and
librarians must have in order to make the wisest choice of the newer
literature on all subjects.

The Use of the Phonograph in School

J. BOTTOMLEY, A.R.C.O.

Normal School, Stratford

According tf) the Course of Study, the special aim of the course in
vocal music is three-fold:

1. To cultivate a taste for gcK)d music.

2. To provide an ennobling means of emotional self-expression.

3. To afford an agreeable change in the routine of school work and
the occupations of daily life.

More or less closely clustered about this aim are the secondary or
incidental aims, such as improving the health through better breathing
and posture, teaching patriotism, fostering school spirit, developing
Cf)mmunity life, etc.

There are many worthy and valuable results which the alert teacher
will achieve, quite aside from his primary accomplishment. But at the

374 THE SCHOOL

same time, let us insist that the teacher's efforts will be most effective
if he never loses sight of the main task, that is, the cultivation of the
capacity for happiness in the artistic and joyous expression of the feelings
through song.

How are, we to help music along in the schools? You might say, do
it at the Normal School. We do our very best, but there needs to be
previous exfjerience and work in Public School music before the Normal
School is reached. A great many of our students know nothing of music
when they come, and many others know very little. They have not had
the opportunity. I ask many studente whether they had music in their
school life, and the answer is generally in the negative. If we could have
students at Normal school who had been taught music all along in Public
and High Schools, as they have been taught other subjects, we should
be able to turn out a great many efficient teachers of Public School
music.

I wish vocal music could be more generally taught in the rural
schools. Then, by and by, our students would come to Normal better
prepared, and the result would be a much greater efficiency.

Urban and rural teachers can do a great many things, but they cannot
all sing. I wish they could. But really, it is not the good singer that
is needed. It is the good teacher, who knows just a little about music
and, above all, is willing to try things.

Then you may say, if the teacher cannot sing, how is it to be done?
Well, there are ways and means of helping the teacher out, or of the
teacher helping herself out. One of the new ways is by using the "phono-
graph ".. It sings amazingly well, and new records of children's songs are
available, while the children, guided by the teacher, can learn from the
record. The model is perfect, and it can be repeated as often as necessary.
• Some people have pretended to laugh at what they call "canned
music", but the world of beautiful music has been opened up to all by
the phonograph. The laugh comes too late — the miracle has been
wrought.

I understand the phonograph is beirjg largely used across the line,
especially in rural schools. The editor of the Journal of Education,
Dr. Winship, of Boston, says that every rural school should have a
phonograph; and in the Atlantic Monthly, it is stated by Mr. Surette that
in Boston many schoolrooms are provided with phonographs, which
may be a powerful factor in building up the taste of children. An ap-
proved list of records for the Boston schools is in course of preparation,
in order to increase the usefulness of the instruments.

The songs are taught from the record and the pupils are given to
understand that it is not an entertainment, Gut a lesson, and that they
must listen very attentively.

THE OUTLOOK FOR OUR PUBLIC SCHOOLS 375

It seems to me a good thing at first to use the phonograph just for
music and marching. Afterwards it can be used in other subjects, such
as singing games, folk songs, caHsthenics, etc.

The Outlook for our Public Schools

E. K. MARSHALL, M.A.
Collegiate Institute, Portage la Prairit

AT the beginning of another New Year it might be well to consider
the outlook for Public School education in Canada. A brief
resume may disclose reasons for hopefulness and may help us
to face the issues of the future with that courage and intelligence which
begets success.

The child is no longer looked upon as a mere cluster of feelings which
requires only authority to force into shape, nor as having a mind which
only waits to be "filled". A careful study of the human mind leaves
no room for doubt that these faculties are not only eternal in their
nature but form a unity, and that the mere absorption of knowledge is
not education, neither does blind obedience to superimposed authority
constitute morals. The child is the centre of our educational thought
to-day and I think we understand better than ever the unfolding of the
mental and moral faculty. Consequently, we should be able to do more
than ever before in creating an environment congenial to growth; lastly,
trustees and others in authority are now looking at the questions of
education from a broader standpoint.

There is. too, a change in the aim of education. We realize that the
child-world is a real one, differing from that of the adult, it is true,
but necessarily vitally related. The end of education is to develop the
former, not suppress it, and to prepare for the latter which will grow
from it. This growth is life. There is to be no sudden break in the pro-
cess, rather a gradual development. The aim to-day is not simply
mental discipline, nor a training of the memory, the reason and the
faculty f)f observation; nor is it vocational, pure and simple; rather, is
it both of these two attitudes so combined that the Choice of subjects
and activities tends not only to develop the mind, strengthen the memory,
and appeal to the ideal, but really to fit a boy or girl to take a place in
life's activities without necessitating that long period of re-adjustment
which has been the stock objection lodged against our schools by busi-
ness and professional men for a long time. Whilst making our schools
more "useful" in the active affairs of life, we realize quite clearly that
from a national standpoint especially it would be suicidal not to empha-

376 THE SCHOOL

size the disciplinary and ideal. True, neither the full conception, nor
the means for carrying out the plans completely have been clearly
realized to-day in public consciousness, but the attitude is extremely
hopeful. There is much to be done yet, but enough has been accom-
plished to show that our system to-day is aiming at a development of
body, mind, and heart which will enable the child to play nobly his part
in life, to enjoy the beauty of the world, and to realize that in social
life freedom and self-control, not license and selfishness, are to be his.

It is sometimes said that our programme of studies is too extensive,
and, further, it is claimed that it should be narrowed down and made
more "practical". The word "practical" is very widely used, and is
often employed to mean "that instruction which will enable people to
earn more readily a competent living". But it is still true that "life
is more than meat, and the body than raiment". We believe if pupils
go out into the world with a fair knowledge of the school-crafts and
large, comprehensive views of life and the inspiration that comes from
them, the material comforts will take care of themselves. The most
practical education, whether received in school or out of it, is that
which supplies the strongest and most numerous motives to noble,
active and disinterested service and which creates the most splendid
world of thought, love, loyalty and goodwill. Motives in life are the
eternal verities working through the human soul; and these are be-
coming more and more the influential ideas at the basis of the thoughtful
teacher's programme. It makes for a hopeful outlook, indeed, so far
as good citizenship is concerned.

We are facing the future with better methods of instruction and
greater regard for the higher nature of the child. The teacher to-day
meets his classes with more sympathy and just as much thoroughness
as the average business man does the interests of his clientele. There
is more regard being paid to peculiarities of genius and les.< effort is
made to force all into one common class-mould. The teacher now tries
to understand each individual pupil and plans his work and niodifies
his methods to suit particular cases as well as the class in general. There
is much hope for our youth when each boy and girl is considered in the
individual as well as the corporate capacity.

The extent of the work of the school is much increased to-day and
will be more so as the years go by. Much of the information and training
which used to be obtained at home and many of the arts must now be
learned at school or not at all. This is done in a large measure in accom-
modation to the social and industrial changes of the last two generations.
It has affected the ordinary school programme by adding sich si.bjects
as manual training, handwork, and agriculture with all that it suggests.
If we are to develop as a democracy we must remember that every

THE OUTLOOK FOR OUR PUBLIC SCHOOLS 377

educated and well-trained citizen is a treasure to our country and every
wrongly trained man and woman is a menace. We have a large and
growing foreign population in Canada, especially in the West where
concentration has already become such as to create apprehensions in
the minds of thoughtful public men. Our people and governments,
however, are providing ways and means of coping with the problem
and many of the experiments that are being made are very promising
indeed.

Then, again, our teachers to-day are better trained than ever. The
various provincial departments are maintaining a high standard with a
view to securing a greater degree of efficiency and creating a larger
measure of permanency in the profession. The teacher requires thorough
training and a peculiar ability for dealing with young people. He has
a peculiarly noble work to do and must not depend upon material
reward.s to furnish the main incentives to the discharge of duty. These
are not sufficient. There is no more genuinely patriotic work than his.
It has been well said that "it is not amid the thunders of the battle-
field that the noblest civic laurels are won, but in the quiet schoolroom
where devoted patriots, men and women, combine to slay, not their
fellows, but misery, ignorance, meanness and corruption".

Lastly, our people are supporting their schools more nobly than ever,
and more intelligently and sympathetically. At our Trustees' Associa-
tions very interesting discussions take place among disinterested men
and women about various ways of making our schools efficient in the
discharge of their public functions, and it is quite clear that the public
is behind their efforts. Devoted people are giving themselves freely to
this exalted office with a spirit of intelligence and co-operation and an
energy that makes the outlook very hopeful, indeed, for every branch of
our educational system.

And facing the New Year, whilst our people are engaged in a terrific
struggle to maintain the integrity and freedom of nations and the honour
of plighted word, they realize more than ever that an enlightened free
citizenship is the greatest force for national righteousness. Whilst on the
stormy North Sea and in the trenches of Flanders our sons are giving
their lives for us, do we not feel that we must do much, very much, to
prove worthy of them? It should fill our hearts with hope and deter-
mination at this New Year.

Father; "Who wa.s that young lady sitting by you at the baseball game?" Boy:
"That was my teacher." Father: "O! I noticed that you and several other boys were
continually talking to her." Boy: "Yes. We were trying to make her understand
how the game is played, but she couldn't. I don't see how she ever got to be a teacher."

The Cry of the Belgian Children

DONALD A. FRASER
\'ictoria, B.C.

{A number of Belgian children)

All—

Here, in woe and rags we stand,
Children of brave Belgium's land!
Helpless innocents we are,
Victims of this cruel war.

Largest Girl —

Homeless am I, friendless, lone;
My father fills an unknown grave;
My mother's fingers worked to bone
Toiling as the German's slave.

Belgium's homos in ruin lie;
Belgium's fields, a blasted waste;
Belgium's children starve and cr>-.
Oh! who will to our succour haste?

Largest Boy —

Oh! would 1 were a stalwart man.
And I could for my country fight.
My last red drop of Belgian blood
I'd shed for her with keen delight;
But, led by Albert, Hero-King,
For victory I'd stoutly strive,
.\nd with the help of God and right
The Huns from out my country drive.

All— ^

Homeless, helpless, hungry, sad.
Love and sympathy we crave!
Let us not in anguish die!
Who will help us, who will save?

{Britannia appears at the back, elevated).

Britannia —

Children, in your cause I've armed me.

And my sons fight still for you;
British blood, and British treasure

Flow to right the wrongs you rue.

I have helped you, and will further;

But the foeman clogs my hands.
Yet my darlings must not perish;

1 will call to other lands.

I

{Calling.)
Ho, there! Land across the ocean!

America, thou Sunset I^nd!
Land of teeming marts and harvests.

Wilt thou stretch a helping hand?
Of thy bounty spare a portion.

Listen to a nation's cry;
Let thy gifts speed o'er the ocean!

Shall brave Belgium's children die?

{Canada appears to the right carrying sheaf
of wheat.)

Canada —

Britannia, Mother, your call I heed;
Poor Belgium's children I'll help to feed;
My boundless fields of golden grain
Could never hear their cry in vain;
Sd, from my choicest, richest store
My sheaves of wheat I'll gladly pour.

{Columbia appears to the left carrying basket
of garments.)

Columbia —

Britannia, thou art nu- mother, too;
My truest heart responds to you.
I, too, have heard poor Belgium's cry.
And to her children's aid 1 tly.

My factories turn out boundless store
Of garments strong and warm, and luore
Than I have need of; these I'll send
To Belgium's children; I'm their friend.

Canada —

Britannia, all our hearts are one
For Belgium in her darksome day;
When brutal Force came marching on,
She bravely crossed his comiuering way.
And sacrificed her hjmes, her blood,
That Honour might not hang her head.
And Freedom languish in the tlood
Of Kultur's myriads, demon-led.
378]

RECENT EDUCATIONAL BOOKS 379

For us brave Belgium gave her all; (Tune: See The Conquering Hero Comes.)

Shall we be silent to her call?

Come, children of our happy land, Chorus

Whose homes are safe from waste of war, d i ■ u r> i •

■ „,., , • , 1 1 u 1 Belgium, brave Belgium,

VV ith o%mg heart and ready hand, g^^^^^^ ^j ^j^^ ^^^^^^ ,

And cheer these wanderers from afar. t, u i ^ ..u i • j

1 hough least among the kingdoms,

{Sufficient children to form a chorus enter Our freedom thou didst save.
from both sides).

Britannia— Cheer, cheer, for Belgium,

Take heart , brave Belgium, from the dust A"<1 ^er hero King,

Your flag shall rise in joy again ; And loudly let our praises

Your land shall smile as in the past. Around the wide world ring.
.And Peace and Industry shall reign,

That this shall be I pledge my Might,

And Word that's never pledged in vain.

Recent Educational Books

(The books listed here have been received from the publishers during the past
month. Reviews of most of them will appear in forthcoming issues).

The Well of English and the Bucket, by Surges Johnson. 149 pages. Price ?1.2.5 net.
Little, Brown & Co., Boston, Mass.

Af j/j(amm, by Dr. Karl Liebknecht. 178 pages. Price Jl.OO. Wm. Briggs, Toronto.

The Xe-u.: Civics, by R. L. Ashley. 420 pages. Price $1.20. The Macmillan Co.,
Toronto.

The Substance of Gothic, by R. Adams Cram. 200 pages. Marshall-Jones Co.,
Boston.

Mythology of all Rcues, by W. S. Fox. 354 pages. Price $6.00. Marshall-Jones Co.,
Boston.

Romance of Reality (Geology), by A. R. Dwerryhouse. .301 pages. Price 3/6 net.
Thos. Nelson & Sons, Toronto.

Hungary, by A. R. Yolland. 336 pages. Price 3/6. Thos. Nelson & Sons, Toronto.

America at War, by Prof. W. E. Osborne. 196 pages. Price $1.25. Musson Book
Co., Toronto.

A Junior French Course (First year), by E. J. A. Groves. 183 pages. Price 2/6 net.
Blackie & Sons, London, Eng.

A Skeleton Spanish Grammar, by E. Allison Peers. 169 pages. Price 2/6 net. Blackie
& Sons, London, Eng.

Precis Writing for Beginners, by (j.N.Pocock. 79 pages. Price 2/-. Blackie & Sons,
London, Eng.

The .Shell, by A. C. Stewart. 69 pages. Price 75 cents. Wm. Briggs, Toronto.

A Handbook of Modern European History, by S. E. Maltby, M.A. 128 pages. Price
1/6 net. Headley Bros., London, Eng.

Russian Realities and Problems, by i. D. Duff. 229 pages. Price 5/- net. Cambridge
University Press, London, Eng.

The Boy's Book of Buccaneers, by Eric Wood. 312 pages. Price $1.00. Cassell &
Company, Toronto.

Fifteen Thousand Useful Phrases, by Grenville Kleiser. 453 pages. Price $1.60 net.
Funk & VV'agnalls, New York & London.

The .School Nurse, by Lina Rogers Struthers. 293 pages. Price $1.75 net. The J. F.
Hartz Co., Toronto.

Wister's, The Virginian, by Owen Wister. 423 pages. Price 25 cents. The Mac-
millan ( o., Toronto.

A History of Commerce and Industry, by C. A. Herrick. 562 pages. Price $1.60. The
Macmillan Co., Toronto.

380 RECENT EDUCATIONAL BOOKS

Higher Education and the War, by John Burnet. 238 pages. Price SI. .50. The
Macmillan Co., Toronto.

The Next of Kin, by Nellie L. McClung. 256 pages. Price ?1.2r). Thos. .Allen,
Toronto.

The Lady of the Lake, by V^aiher Scott. 223 pages. Price 25 cents. B.F.Johnson
Pub. Co., Richmond, Virginia.

Linguistic Change, by E. H. Sturtevant. 183 pages. Price ?1.00 net. The Univer-
sity of Chicago Press, Chicago.

Value of the Classics, by A. F. West. 396 pages. Price Jl.OO net. Princeton Univer-
sity Press, Princeton, N.J.

Sci-ence Teaching, by G. R. Twiss. 486 pages. Price ?1.40. The Macmillan Co.,
Toronto.

School Entomology, by Sanderson and Peairs. 356 pages. Price ?1.50 net. John
Wiley & Sons, New York.

Po/iVJca^ /dea/i, by Bertrand Russell. 172 pages. Price ?1. 00 net. The Century Co.,
New York.

Elementary Geography, by Harmon B. Niver. 360 pages. Hinds, Hayden and
Eldredge, New York.

Advanced Geography, by Harmon B. Niver. 139 pages. Hinds, Hayden and Eld-
redge, New York.

The Spiritual Interpretation of History, by Shailer Mathews. 227 pages. Price J1.50.
Harvard University Press, Cambridge, Mass.

Problems of Science, by Federigo Enriques. 392 pages. Price J2.50. Open Court
Publishing Co., New York.

The Story of Foods, by Forrest Crissay. 543 pages. Rand McNally & Co., Chicago.

Pels — Their History and Care, by Lee S. Crandell. 362 pages. Price $2.00 net.
Henry Holt & Co., New York.

Notes on Shakespeare' s Workmanship, by Sir Arthur Quiller-Couch. 330 pages.
Price ?2.00 net. Henry Holt & Co., New York.

English and American Literature, by Wm. J. Long. 557 pages. Ginn & Co., Boston.

Comparative Anatomy of Vertebrates, by J. S. Kingsley. 449 pages. Price J2.50 net.
P. Blakiston's Son & Co., Philadelphia, Pa.

Mycology and Plant Pathology, by Harshberger. 779 pages. Price J3.00 net. P.
Blakiston's Son & Co., Philadelphia.

Botany of Crop Plants, by Robbins. 681 pages. Price J2.00 net. P. Blakiston's
Son & Co., Philadelphia.

New Geography — Book One, by Alexis Frye. 252 pages. Price 88 cents. Ginn & Co.,
Boston. ,

Everyday Physics, by J. C. Packard. 136 pages. Price Jl.OO. Ginn & Co., Boston.

The Beginnings of Modern Europe, by Emerton. 550 pages. Ginn & Co., Boston.

Beyond the Mountain, by Aunt Sadie, Sarah Stokes Halkett. 90 pages. Price $1.60
net. E. P. Dutton & Co., New York.

All Around the Sun-Dial, by Caroline Hofman. 77 pages. Price $2.00 net. E. P.
Dutton, New York.

In Picture Land, by Florence W. Switton. 103 pages. Price $1.00. E. P. Dutton,
New York.

Supplementary Educational Monographs. — No. 1. Studies of Elementary-School
Reading Through Standardized Tests, by Wm. Scott Gray. 157 pages. Price $1.00.
No. 2. An Experimental Study in The Psychology of Reading, by Wm. A. Schmidt. 126
pages. Price 75 cents. No. 4. Arithmetic Tests and Studies in the Psychology of Arith-
metic, hy Geo. S. Coutits. 127 pages. Price 75 cents. No. 5. Types of Reading Ability
as Exhibited Through Tests and Laboratory Experiments, by Clarence Truman Gray.
196 pages. Price $1.25. No. 6. Survey of the Kindergartens of Richmond, by Alice
Temple. 58 pages. Price 40 cents. University o^Chicago Press, Chicago.

Antony and Cleopatra, by J. H. Lobban. 216 pages. Price 1/3 net. Cambridge
University Press, London. J. M. Dent & Sons, Toronto.

Everyman's Chemistry, by El\v/oodHendrick. 374 pages. Price $2.00 net. Harper &
Brothers, New York. The Musson Book Co., Toronto.

Our Government, by Mabel McLuhan Stevenson. 178 pages. Price 60 cents net.
Geo. J. McLcod, Ltd., Toronto.

Industrial Art Text Books, Parts VI, VII & VIII. 72 pages. Price 25 cents each.
The Prang Co., Chicago, New York, and Toronto.

Virgil's Aeneid, Book IX, by ]no.T. White. 200 pages. Price 40 cents. Longmans,
Green & Co., New York. Oxford University Press, Torbnto.

HINTS FOR THE LIBRARY 381

Modern Education in Europe and the Orient, by David E. Cloyd. 451 pages. Price
SI. 40. The Macmillan Co., Toronto.

The Book of the Happy Warrior, by Henry Newbolt. 284 pages. Price 4/6. Long-
mans, Green & Co., New York. Oxford University Press, Toronto.

The History of Medieval Europe, by Lynn Thorndike. 682 pages. Price 82.75 net.
Houghton Mifflin Co., Boston.

Hints for the Library

The Value of the Classics, by Dean West. 396 pages; cloth SL50, boards ?1.00.
Princeton University Press, Princeton, N.J. Teachers of the classics who have been
dismayed by the apparent strength and the aggressiveness of the "modernist" move-
ment in education will find comfort in this volume which is a record of the addresses
delivered at a Conference on Classical Studies held at Princeton in June last. A unique
feature of the conference was the fact that the speakers were not teachers of classical
studies but were drawn from the ranks of those who might be expected to lean toward
the so-called utilitarian or practical ideals in education. They represented the legal
and medical professions, the departments of science and political economy in the univer-
sities, and the callings of the business man, engineer, architect, journalist, and politician.
Whilst there was unanimous and emphatic testimony to the value of classical training,
the individual point of view naturally varied and so the record of addresses presents a
body of argument on behalf of the classics that perhaps leaves little to be said. We
may quote, as an acknowledgement of the intellectual efficiency resulting from classical
training, the remarks of a professor of physics, "Next to mathematics for early training
(of the physicist) I rank the classical languages. The elementary study of physics or
chemistry is of no importance in comparison". It is significant, however, with the
cultural failure of Germany before us, that the chief emphasis is laid on the stimulus
to the imagination, the impetus to spiritual achievement that comes, in the words of
Senator I^odge, from the "books where the thoughts, the soaring aspirations, the im-
aginings of men are stored up for the guidance and the hope of succeeding generations".
This volume is a stimulating book for the classical teacher and provides him with a
ready armoury for those occasions when he is compelled to assume the defensive.

J. s. B.

Virgil's Aeneid Book IX, by John T. White. 200 pages. Price 40 cents. Oxford
University Press, Toronto. Students of Latin have been accustomed to texts containing
both vocabulary and notes. This one contains a new feature — a vocabulary embodying
notes. Each plan has its advantages; in the latter case the notes, being arranged
alphabetically, are easy of access. In form, this text is particularly convenient; it is
pocket-size, well bound and nicely printed. w. j. D.

Community: A Sociological Study, by R. M. Maciver. Macmillan & Co., London,
1917. pp. XV 437. Price 12/- net. The Macmillan Co., Toronto. This is a really big
book. Not only is the subject a big one, but it is treated in a big, masterly fashion.
Canadians may well be proud of the fact that the writer, now a professor in the Univer-
sity of Toronto, has thrown in his lot with them.

The author is erudite. A glance at the foot-notes creates this belief; a study of the
text confirms it. He is also a subtle yet deep thinker, with his critical powers highly
developed. In brief, he has a mind that would rejoice the heart of a Plato or a Socrates.
Practically no man of eminence in his chosen field from Plato to Spencer and beyond
escapes his penetrating analyses, and any adverse judgments he makes are supported
both by evidence and reason. The book, in spite of its literary excellence and forceful-
ness, can and should be read only in small doses. One's pet theories and most cherished
beliefs are so frequently challenged that it is necessary to sit back frequently and think
things out afresh. The book deals with community which, as the author tells us, is
the common life of social beings. The older methods of tackling such a problem are
deliberately discarded, and even if the author is not altogether successful in his new
venture, he must be given every credit for breaking new ground. From now on no
sociologist, no political economist, no educator can afford to neglect this work. They
must either accept or refute its findings. And to this extent it is epoch-making.

382 THE SCHOOL

The thesis running throughout the whole treatise, giving harmony and cohesion to
the whole, is that the individual and society are correlatives, two ends, as it were, of a
common process. As heredity and environment are strict correlatives, each without
the other being impotent, so are the individual and the society of which he is a part.
There is thus an essential unity where there appears to be merely an antagonistic
duality.

In the introductory section the meanings of social fact and social law, community
and association, and the place of sociology among the sciences are discussed. In Book II
an analysis of community from various angles is made, false conceptions regarding it
are unflinchingly exposed, and its true character unfolded. Book III propounds and
discusses the primary law of community development. "Our thesis, therefore, takes
the form that as personality develops, for each and all, it reveals the twofold develop-
ment of individuality and sociality" (p. 219). The problems connected with this law
are next debated at length.

Taking the book as a whole we are in hearty agreement with its argument. There
are a few oversights; the wonder is that in a book of such range the errors are not more
numerous. On page 324 the author has overlooked the fact that the mere keeping of
babies alive does not necessarily mean progress in racial vitality. Science has increased
in recent times the average length of human life in civilised countries by more than five
years, but not the part beyond 25 years of age, rather the opposite. Brown-Sequard's
results have not been confirmed by later experiments (p. 373). And to our thinking
psychology still is best defined as the study of behaviour, since mind can be studied only
through the specific responses of individuals to specific situations. The fact that it
studies conduct from a point of view different from that of sociology is neither here nor
there. But these are merely the quibblings of a reviewer. The study of community is
especially necessary in Canada, where so many races have made such different contri-
butions to the social life. The book under review should be in every Canadian library
big or little, public or private. It is a first-rate piece of work. p. s.

Classroom Humour

The headmaster of a school was starting out the other evening to go to his occupation,
when he saw two tiny toddlers coming towards him. One of them said :

"Please, sir. Bill and Jack can't ga to school to-morrow morning, because they're
going to have a tooth out."

Failmg to see why both should go to have one tooth pulled, the master said:

"But what's Bill (the elder) going for?"

"Please, sir, Bill's going to 'ave his tooth out."

"Then what's Jack (the little one) going for?"

"Please, sir, 'e's going to 'ear 'im 'oiler," was the reply.

Two boys had indulged in a physical encounter on the playground. .At the end of
the affray they were summoned before the teacher to give an account of their misdeeds.
One of them had a bloody nose. The teacher looked upon this sanguinary feature with
horror and endeavoured to instil in its inflictor certain pacific principles.

"Now, Billy," she said, "I think you ought to apologize to Jimmie."

" Huh! I ain't a-goin' to apologize for no accident! " Billy answered.

"Accident? Why, Billy, how can you call it an accident? Didn't you intend to
hit Jimmie on the nose?"

"No, ma'am, I didn't. I swung for his eye an' missed!"

' Father — Is the teacher satisfied with you?
Willie — Yes; after a class examination, she said to me the other day: " If all my
pupils were like you I would shut up the school this very day!" That shows I know
enough. *

Notes and News

Miss Viola M. Gibson is teaching English in St. Catharines Collegiate
Institute.

Miss Marcella T. Marshall, who had charge of the commercial and
art departments in Ingersoll Collegiate, in now teaching the same work
in St. Mary's Collegiate Institute.

John G. Adams, B.A., formerly science master in Clinton, but
recently in munition work in Trenton, has been appointed temporarily,
as substitute for Captain Cline, to the department of physics in the
University of Toronto Schools.

Fred Smelser has resigned as teacher of S.S. No. 6, Glanford, to
accept the principalship of Mount Elgin Public School.

A reader sends these items: Miss Sylvia Miehlhausen is teaching near
Elmwood; Miss Hattie Long is at R.R. No. 1, Cargill; Miss Hilda Bier-
worth at R.R. No. 4, Walkerton; Miss Winifred E. Barber at Elmwood;
Miss Joy Rogers at Dublin.

Of the class of 1916-17 in the Faculty of Education, University of
Toronto, the following news has been received since last issue: Miss
Mona Brown is on the staff of Cobalt Public School; Miss Bertha Cope-
land is on the occasional staff of Toronto Public Schools; Joseph M.
Garvey is teaching near Madoc; Miss Alice E. Gregory, B.A., is teaching
moderns and physical culture in Whitby High School; Miss Frances
Hanbidge is on the staff of Kincardine High School; Miss Oral L. TuUy
is at Cairo, Ont. ; Miss M. Edna Lendon is on the staff of Chatham
Central Public School; Miss Hattie C. Turner is teaching the junior
room of EUesmere Public School; Miss Anna M. Oaks, B.A., is teaching
English, French and Latin in Teulon, Man.; Miss Jean Coventry is
taking a course in honour moderns at the University of Toronto;
Miss Jean Purvis is at Muirkirk; Miss Gertrude V. McQuade, B.A., is
on the staff of Peterborough Collegiate Institute; Miss Beatrice Harris
is teaching at Port Credit; Miss Helen J. McDonald, B.A., is on the
High School staff at Glenboro, Man. ; Miss Lena McNeil is at R.R. No. 2,
Lansdowne; Miss Edna F. Duffey, B.A., is on the High School staff at
Granville, Ohio; Joseph Bechard, B.A., is Principal of Plantagenet
Public School; Miss Myra W. Cronk is teaching near Pickering; Miss
Jessie Curry is at Bradford; Miss J. L. Allan has charge of the primary
department in Cargill Public School; Miss Leta L. Bragg is teaching
primary work in Bowmanville Public School; Miss Elva M. Pearson is
teaching a primary room in Ealing Public School, London; Miss
Grace Mes.servy, B.A., is on the staff of St. Clement's School, North
Toronto; Miss Florence McGee is at Rockport; Miss Mary E. Barfoot

(3831

384 THE SCHOOL

at R.R. No. 1, Paincourt; Miss Edna G. Roy is on the staff of Ryerson
School, Hamilton; Miss Lina R. Moyer, B.A., is on the staff of Welland
High School; Miss Lois M. Heather is teaching primary work in Guelph;
Miss Laura Grady is teaching a Senior Second Class in Withrow Public
School, Toronto; Miss Florence E. MacDougall, B.A., is teaching history
in Swift Current High School; Miss Helen J. Donohue is on the staff of
Niagara Falls Public School; Miss Eva J. Darch is in Embro Public
School; Miss Norma M. A. Johnston is teaching primary work at Mount
Dennis.

Former students of the Faculty of Education, University of Toronto,
will be interested to know that a second Reunion is planned for an evening
during the Easter Vacation. Particulars may be obtained from the
Secretary, Faculty of Education, 371 Bloor St. West, Toronto. See also
the editorial note in this issue.

The Competition in Art for the next five months is outlined in the
advertising section of this issue.

J. C. Doherty, B.A., formerly of Welland High School, has succeeded
Inspector Carefoot as science master in St. Catharines Collegiate Insti-
tute.

Miss Margaret Durie is at R.R. No. 6, Owen Sound; Miss Mabel
G. Isard at R.R. No. 1, Belgrave; Miss Lillian Martin at R.R. No. 2,
Bobbington. These teachers graduated last summer from Stratford
Normal School.

Miss Hazel Connor of last year's class in Peterborough Normal
School is teaching at Valentia; Miss Maud McFadyen of the same class
is at R.R. No. 1, Cameron.

Members of last year's class in the Ottawa Normal School are this
year teaching as follows: Miss Anna Carberry at R.R. No. 1, Lanark;
Miss Julia Doyle in the Separate School, Ottawa; Miss Alice Dowler at
Billing's Bridge; Miss Veronica Noonan at Harper; Miss Vera Moore-
head at Britannia; Miss Mary Phelan at Lanark; Miss Margaret Top-
pings at Fitzroy Harbor; Miss Gladys Gardener at Prescott; Miss Marion
J. McVeety is on the Ottawa Public School staff; Miss Alice B. Dewar
at R.R. No. 1, Moose Creek.

Miss Clara M. Hewitt of last year's class in Peterborough Normal
School is teaching at Vasey, Ont.

Miss Myrtle Becker of last year's class in Hamilton Normal School
is teaching at R.R. No. 2, Petersburg.

An interesting volume is The Roll of Pupils of Upper Canada College,
Toronto {Jamiary 1830 to June 1916) a copy of which has been received
at this office. It has been edited for the Old Boys' Association by A. H.
Young, M.A., D.C.L. The introduction contains a brief history of the
School with the names of those "Old Boys" who engaged in military

NOTES AND NEWS 385

service from the time of the Crimean War to the present. There is a
list of the Principals, Masters, former and present students, and of those
who are on active service. The 693 pages of this book represent an
immense amount of labour, all of which makes it of special value to
those who are or have been associated with this historic school.

The Young Idea. — There is a young tree in the town park which
is growing at an angle and needs straightening. If it is not brought
to the perpendicular while it is young and pliable, it will be found
impossible to do so when it is old and firmly rooted. Mr. W. J. Stevenson,
our Public School Principal, in all his example and teaching for a
dozen years, did scarcely any work more valuable than his encourage-
ment and insistence upon regularity and punctuality on the part of
the young pupils attending his school. Under his system it became a
habit with a majority of the pupils to be regular and always on time,
and this habit will bear royal fruit in years to come. Never to be late
nor absent for ten months — from September 1st to June 3pth — is a
record of which any boy or girl has good reason to be proud, and as will
be seen by the Public School Notes in this issue of the News there were
17 boys and 16 girls who made this fine record during the past year.
These boys and girls, including a very large number of almost-never-
!ate-or-absent ones, do not need propping up, but are growing in the
right direction, and many of them will reach high altitudes later in life
through the good habits they are forming while the bark is young, the
roots tender, and the sap pure. — Indian Head News.

The National Association of Audubon Societies has this year issued
a new series of eight leaflets for the use of the junior classes. These
leaflets describe the Bald Eagle, the Egret, Meadowlark, Bobolink,
Downy Woodpecker, Scarlet Tanager, Towhee,' and White-throated
Sparrow. Each leaflet is accompanied by a richly and truthfully coloured
portrait of the bird treated, and also a reproduction of an outline drawing,
which pupils may paint for themselves. Through the generosity of Mrs.
Russell Sage and others the National Association has been able to furnish
these publications at a merely nominal charge of 10 cents for the series,
which is about one half the actual cost. The Association's plan is offered
to all teachers who are willing to conduct simple bird-study classes of
fifteen pupils or more. They not only assume no expense, but receive
much valuable material free including the magazine Bird-Lore by
sending the SI. 50 collected from a class. As long as the Association's
special funds for this work hold out, the offer herewith made is open to
every teacher in the United States and Canada. It is suggested that
upon reading this notice she immediately collect the dues of the fifteen
members of her class and send them in, and thus receive the material at

386 THE SCHOOL

once. Any further information will be gladly furnished upon request by
T. Gilbert Pearson, Secretary, 1974 Broadway, New York City.

Empire Building, by Mrs. George H. Smith, National Education
Secretary, Imperial Order Daughters of the P2mpire, is an interesting
booklet giving a review of the educational work done by the National
Chapter of Canada. One sentence reads as follows: "It is through the
Public Schools of Canada that the Daughters of the Empire hope to
contribute their share towards the building of the nation, by supple-
menting the efTorts of the educational authorities in the encouraging
of the teaching arid study of British history, that all our children, but
especially the foreign-born, may learn more and yet more of those
ideals and institutions for which our Empire stands". The Daughters
of the Empire have done a great work in supplying libraries and pictures
to schools. Readers of The School have seen the Order's advertise-
ment on page XX of this issue

Miss Ethel M. Hall has been appointed teacher for this year of the
newly-opened Kindergarten-Primary form in Ryerson Public School,
Toronto. This room is used for observation and practice teaching
purposes by the Faculty of Education, Toronto.

Alberta

The fourth annual convention of the teachers of the Olds inspectorate
was held at Innisfail on the fourth and fifth of October. The programme
consisted mainly of demonstration lessons by teachers of the inspectorate
supplemented by addresses by Principal Coffin of the Calgary Normal
School, and R. A. Barron, Registrar of the Department of Education.
The attendance at the convention was larger than ever before and
great interest was taken in the proceedings. The President of the
Association for the forthcoming year is E. T. Mitchell, Principal at Olds.

W. Cameron has succeeded Mr. Turner as Principal of the school at
Frank.

Miss E. Sheppy of Tilbury, Ontario, has been appointed to the staff
of the King George School, Calgary.

Miss F. E. MacArthur, formerly of the Coleman staff, is now assistant
principal at Okotoks.

For the first time a convention of teachers met in the Assembly
Hall of the Normal School, Camrose, during the latter part of October.
Demonstration lessons were taught by Inspector Williams and Mr.
Stickle of the Normal Staff. Miss Burnett, Miss Johnstone and
Miss Le Blanc of the Primary Department illustrated marches
drills, games and songs, while Mr. Might used the gymnasium to teach
a number of new games suitable for rural school children and the outdoor
playground. *

NOTES AND NEWS 387

A confeience on needs of rural schools was presided over by Inspector
Scott. Many of the most progressive teachers told of the work they
were doing. Excellent suggestions for further socializing the work of
the school in the open country were given for those disposed to use them.
Suggestive addresses on "Aims in Education" and "The Teacher's
Relation to the Neglected Child" were given by the Principal of the
Normal School and Superintendent MacDonald respectively. In a
charming way Miss Dickie related some of her experiences at Oxford.

On Thursday evening the Assembly Hall was filled to capacity to
greet Principal Dyde of Robertson College who interpreted selections
from Shakespeare's Plays in a delightful manner. The Convention
closed with a banquet tendered by the School Board and the staff of the
Camrose Schools. Principal J. W. Forde of the Camrose High School
was made President and Miss Mabel Poole of Wetaskiwin, Secretary.

Professor John Adams tells us in a recent issue of The Contemporary
Review that in England labour and capital as such are beginning to take
a more lively interest in education. Needless to say, they do not see
eye to eye in all matters. One of the chief points at issue between them
is the place of early vocational training. Organized labour is coming out
in opposition to this, while capital is inclined to look upon it with favour.
This attitude on the part of labour is quite the reverse of what one might
exjject in view of the popular notion with us that the present tendency
toward vocational and technical education is primarily in the interests
of the working classes. The Workers' Educational Association, through
which labour carries on its propaganda, holds that the labourer must be
able to thinjc as well as work. This organization sees in early technical
education a device for the training of more efficient and profitable em-
ployees. The educational ideal of the W.E.A. is the fully developed
all-round individual. Only such a one is fitted to combat successfully
the social and economic forces which would keep him down, and wrench
from capital his full share of the fruits of his toil.

But the point of view of the capitalist, of the so-called "instrumen-
talist" at any rate, is different. He wants young people to come to
him from the school ready to take up, with the least possible inconveni-
ence and expense to himself, the work of the ofifice or the shop. What he
wants is "hands". His ideal is mechanical efficiency. The good adder,
sf)eller, writer, or stenographer, is more acceptable to him as a school
product than one who has been trained to reflect, let us say, on social
and economic problems, but, who, perchance, is "sloppy" at his work.
"We do not want our girls to think", said a large employer; "if they do
they pinch their fingers".

388 THE SCHOOL

Teachers in rural schools and in the smaller towns who feel handi-
capped in their work by the lack of library facilities might get a pointer
from the following letter. This letter was not written for publication
but the writer has consented to have it appear in The School. It will
speak for itself.

Millicent, Alberta,
June 2, 1917.
Dear Sir,

I should be very glad indeed to give you my opinion as to the service
the Calgary Public Library has rendered me during the past year,
especially as regards my school work.

I think I can scarcely put too high an estimate on the value that the
library books have been to me in my work. During the four or five
hours I spent looking over the shelves in the juvenile department of
the library a new world of teaching opened up before my mind, and
that new world continues to grow more and more fascinating as the
librarian chooses books for me and sends them out by twos and threes.

The authorized text-book in every subject cannot help but be very
inadequate for the teacher's use; the teacher simply has to have outside
help from one source or another. I find that the public library fills the
need very satisfactorily. It has brought me new interest in nature
study and has helped wonderfully in the history classes of all grades.
I have also used the library books to advantage for work in geography,
in literature, and in supplementary reading, as well as in preparing
school entertainments. My only regret so far has been that I am unable
to use the books as fast as I might get them. They make school work
so much more interesting for my pupils as well as for myself that I feel
it would be impossible now for me to go back to the old way of plodding
along alone. And that is why I have asked you to renew my member-
ship for another year.

Yours sincerely,

(Signed) Elizabeth MacCallum.
Mr. Alexander Calhoun,

Public Library, Calgary, Alberta.

Early in November the Northern Alberta Teachers' Association met
in Edmonton. More than 500 teachers were in attendance from the
inspectoral districts of Inspectors Fife, LeBlanc, Williams, and Hicks.
The President, M. H. Long, B.A., in his presidential address on "De-
mocracy and Education" maintained that the principles of production,
distribution, and consumption should, with the three R's, form the basis
of a universal education. Another important feature of the Convention
was a paper on "The Education Value of History" by Professor Martin

NOTES AND NEWS 389

of the University of Manitoba. Professor Alexander of the University
of Alberta gave "A Little Talk on Efficiency " which was greatly enjoyed.
Among the many other good things on the programme were addresses
by Professor Cutler of the University of Alberta, Miss P. Hartnup,
Miss F. Spackman, and Superintendent Carpenter. Demonstration
lessons were taught by Miss D. J. Dickie of Camrose Normal School
and R. W. Hedley, Art Supervisor of Edmonton Schools. For next year
W. S. Brodie of Wainright is President.

Much sympathy goes out to Miss E. McKenzie, Medicine Hat, in
the loss of her brother. Captain McKenzie, who was killed in a recent
drive in France.

The subject of Teachers' Pensions was discussed before the Medicine
Hat Convention by S. J. Dymond of the staff of the Crescent Heights
Collegiate, Calgary. J. S. Cameron of the Central High School Staff,
Calgary, did a like service for the convention which was held in Leth-
bridge.

The following very pertinent resolution was passed at the convention
in Edmonton, "In view of the increased and rapidly advancing cost of
living while practically no advance but rather deductions have taken
place in the salaries of teachers, it is resolved that all school boards be
asked to give the matter immediate attention with a view to relieving
promptly the teachers' anxieties in this respect, and to retaining their
services in the profession for the Province".

More than 250 teachers from the Lethbridge, MacLeod, and Foremost
inspectorates met in convention in Lethbridge. The President, R. H.
Dobson, M.A., dealt in a very able manner with the teachers' pension
scheme, the teachers' alliance, a reading course for teachers, the teaching
of current events, and other topics of current interest. A. T. Storey of
the Y.M.C.A. spoke on the '"Teen Age Boy"; Mr. Davidson and Mrs.
Riches of Lethbridge conducted a demonstration rural school; R. J.
Gould gave an address on "Consolidated and District High School
Problems; W. Crawford gave a paper on "Science in the High School";
Dean Howes of the Department of Agriculture, University of Alberta,
spoke on "The Place of Agricultural Education in our Scheme of Educa-
tion"; and Dr. E. W. Coffin, Principal of Calgary Normal School, gave
an able address on "Measuring Results". Walter Low, Principal of
Cardston Schools, is President for the coming year.

On November 1st and 2nd the annual convention of the Southeastern
Alberta Teachers' Association was held in Medicine Hat. The first
session was given over to an excursion to see the city's industries. During
the afternoon addresses were given by Miss Olive Fisher of Calgary
Normal School on "Teaching Reading to Beginners" and by H. O.
Parks of Medicine Hat on "Practical Problems in Arithmetic". Other

390 THE SCHOOL

features of the convention were a demonstration of a model rural school
by T. O. Fowler, Redcliff, demonstrations in teaching composition by
Miss Clyde McLaren and C. C. McLaurin, addresses on "The Manage-
ment of a Rural School" by Inspector O'Gorman, on "School Gardening"
by Mr. Bark of the C.P.R. Demonstration Farm, and on "The Teacher's
Opportunity for Social Service" by Inspector Lazerte. W. R. Baker,
B.A., was elected President for the, year.

Quebec

The following students who received model diplomas in June 1917
have received appointments: Cameron, Isabel M., Dean, Winifred K.,
Duval, Edmee H., at Iberville; Fullerton, Dorothy M., at Danville;
Gillson, Constance G., at Verdun; Gouldie, Jessie J., at Lachine;
Hamilton, Margaret B., at St. Henri; Hodgins, Christie Anna, at Yarm;
Hope, Mary M., Horan, Mary A., at Kingsley Falls; McClatchie, Edna
M., at Athelstan; McConnell, Annie E., at St. Lambert; Marsan, Emma
P., French Methodist Institute; Mathewson, Mary S. Aberdeen Model,
School; Mitchell, Susan M. A., Mountford Clara J., Frost Village;
Murphy, Evelyn A., Earl Grey School; Patterson, Medora P., East
Angus; Peabody, Alma N., Sherbrooke; Penney, Anna E., Verdun;
Perkins, Adeline L., Revel, Grace E., Point-aux-Trembles; Rose, Annie
v., Kingsey Falls; Ross, Ada E., Como Model School; Seller, Lucy E.,
Earl Grey School; Snider Agnes L., Notre Dame de Grace; Sparling,
Hazel L., Island Brook; Swanston, Catherine, Maniwaki; Tabrett,
Christina, Tate, Mabel E., Sherbrooke High School; Thibault, Georgina,
Marbleton; Thomson, Jean E., Notre Dame de Grace; Winter, Freda,
Ormston Academy; Perron, Wilfred H., Point-aux-Trembles; Jamieson,
Janet, Melbourne Village; Stanley, Eleanor, Sutton Academy.

The appropriation of $8,000 made by the Legislature for higher com-
mercial studies, will again be divided between McGill University,
Montreal, and Bishop's College, Lennoxville. The commercial courses
of McGill University are assuming large proportions, and it is proposed
to institute a degree of commerce as well as a diploma. But for the
war the attendance would have been very large.

Much dissatisfaction was expressed at a meeting of the Protestant
Committee of the Council of Public Instruction regarding the present
method of distributing the superior school funds. The total amount
available for distribution is divided into two sums. The first is a fixed
grant to each school, and the second is a bonus for various favourable
circumstances which are calculated in a general percentage. The present
method is considered unsatisfactory, because it favours the schools that
are largest and most favourably situated financially. It is likely that
some change will be made.

(Continued on page 392)

THE SCHOOL

391

FOR THE SCHOOL LIBRARY

Na

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Needham's NATURAL HISTORY OF THE FARM

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Needham's GENERAL BIOLOGY

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Comstock's MANUAL FOR THE STUDY OF INSECTS

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800 illustrations. 15th edition $3.75

Needham & Lloyd's LIFE ON INLAND WATERS

A textbook on fresh water biology. 440 pages $3.00

Riley and Johannsen's THE HANDBOOK OF MEDICAL
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It is a practical account of poisonous, parasitic and disease-
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Place your orders with your local book seller,
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392 THE SCHOOL

The Protestant Committee of the Council of Public Instruction has
got the record of favouring the institution of a school book bureau for
the distribution of text-books to Protestant Schools in the Province.
Messrs. J. M. Dent & Sons, Toronto, are the successful tenderers, and
a legal contract will be drawn up with a view to having the bureau in
good working order at the time of the next revision of the course of
study in 1919.

Permission has been granted to make a collection in Protestant
schools at Christmas in aid of Belgian children.

The movement to have compulsory education in the Province of
Quebec has received new power. Motions have been carried unani-
mously in the Protestant Teachers' Convention, the Council of Public
Instruction and the Provincial Association of School Boards. Several
provincial school bpards have also petitioned the Legislature on their
own behalf and now several Catholic school boards are also falling into line.

Miss Bertha Clarke has been appointed temporarily to a position in
Macdonald High School.

New Brunswick

The Carleton-Victoria Teachers' Institute was held at Grand Falls,
on October 11th and 12th, and was largely attended. Papers were read
and discussions conducted on the following — Increased Production and
the School Garden, by,F. A. Dixon, M.A.; The Ethical Purpose of the
Reading Lesson, Elmer Close; Geometry, Dyson W. Wallace, B.A.;
The Connecting Link Between Home and School, Mrs. James E. Porter;
Correct and Fluent Oral Expression, Miss Mary Grant. There was also
.a field excursion under the direction of Wm. Mcintosh. Inspector F. B.
JMeagher, M.A., was present and assisted in making the gathering a success.

On October 11th and 12th the Kings and Queens County Institute
was held in the Consolidated School Building at Hampton. Some very
interesting papers were read and discussed. A feature of this Institute
was the Trustees' and Ratepayers' Section, where such matters were
considered as — ^The Improvement of School Grounds; The School as a
Social Centre; Business Methods in transacting School Business; and
The School Library from the Standpoint of the Trustee.

Excellent papers were presented to the Institute on Proportion, by
E. C. Rice, B.A.; Book-Keeping, A. G. Willett, B.A.; Botany and Secur-
ing of Material,' Miss Vera Mclnerney; English Literature, Miss Mary
Allison, B.A.; Rewards and Punishments, Inspector S. A. Worrell, B.A.,;
Reading Courses for Teachers, Inspector Amos O'Blenes, M.A., and
Correlation of Subjects, W. A. Mersereau, B.A. Lessons on a number of
the subjects were given before the primary and ungraded sections of the
Institute.

Vol. VI. TORONTO, FEBRUARY, 1918 No. 6

' ' Recti cultus pectora roborant "

Editorial Notes

The following extracts from an interview given
by Mr. Fisher, head of the educational system of
England, will be of interest to teachers of this
Dominion.

Education
after the
War

"One of my friends doing Y.M.C.A. work at the front and coming into contact with
incredible numbers of our British soldiery tells me how especially determined on a more
liveable future is the British soldier. First of all he is resolved, of course, to beat the
German; the secondary keynote of his feeling is that we must have a better England
after the war. It will be well for those in power in Government if they fully realize
this general determination. Obviously the first requirement of a better England must
be better education and, especially, more education for the children of the people.

"That nation which, after the war, employs the best teachers with the highest pay
and as a pa.'t of the best school system will be the best governed and therefore the
greatest nation. Of that I am absolutely certain. No people which does not respect
education will demand and support good government, and if there is not a vital impulse
running through its education the people of no nation can be expected to respect it.

"I believe, and an increasing number of other people are beginning to believe,
that education lies at the root of happiness for every people. Worthy education is
impossible where inferior teaching forces are employed, and only inferior teaching
forces can be secured where inferior pay is offered. Where teaching is inferior good
government cannot be expected.

"The relationships between child labour and child education have been and are
being considered with especial care. British children have not been k(*pt out of the
elementary school by labour — such institutions have had an 84 per cent, attendance —
but under the system which has existed, a child, before beginning its school day, has
been permitted to work three hours at such tasks as delivering newspapers, blacking
boots, or carrying parcels.

" Experience has disproved the theory that such occupations do no harm to school
work. Reports from a great number of our elementary school authorities show that
school work is very greatly impaired by out-of-school employment, and especially by
earlier-than-school hours work. Children who perform it reach school tired, with
their minds full of other interests, too often paramount.

"To me, therefore, it seems obvious that the first requirement of an efficient elemen-
tary school system must be strict limitation of hours of labour for children under fourteen.
Under my bill no labour will be tolerated under 12, and, on school days, none whatever
before 5 p.m. or after 8 p.m. This will be guaranteed freedom from interference by
employment. A night's rest will intervene between any outside work the child may do
and its school day. In other words, education will be first and employment second
in England.

"That improvement is important, but, to my mind, the cardinal reform which the
bill provides is the increase of teachers' salaries. To one who knows the schools as they

,39a ]

394 THE SCHOOL

have been, it is apparent that instructors for them must be recruited from a class men-
tally and psychologically better than that which has been drawn from in the past,
and that teaching must be made a liberal profession' rather than low-grade labour.
With this thought in mind, we have secured of 'new money' for annual expenditure
£3,200,000 (about $16,000,000) for higher salaries and pensions for the teachers in
elementary schools, and £433,000 for teachers in secondary schools."

If Mr. Fisher speaks (and, of course, he does) for the educationists
of England, if this is a statement of the problem which faces them,
if this is an outline of the hope they have before them, what is the prob-
lem and what is the hope of Canadian educationists? If the war has
afTected the outlook for education in the British Isles, will it not produce
similar changes in Canada? And is it not refreshing to realize that
preparations are being made now, that this work is not being postponed
until the war is over when the immediate need of reconstruction will be
not only at the door but will have passed the threshold? Postpone-
ment would mean disaster; now is the time to prepare for the education
of post-bellum days.

How many of the teachers of Canada are giving thought to these
educational problems? Often rash persons say, and sometimes thought-
ful persons say, that -the teachers of this country are interested in only-
one thing — getting their students through the examinations. It may
be that this is true of some teachers but surely not of the majority!
Highly important is the work of teaching children to read, of instilling
the principles of decimals and percentage, of inculcating the facts of
history, geography, and nature study, of marking essays and examina-
tion papers, of teaching all the subjects of the curriculum. But should
there not be time and opportunity to view the whole educational system
and to realize why certain subjects are taught and why certain methods
are used? The teacher of the smallest rural school, in the most thinly-
populated district, has no right to teach a subject simply because it is
on the curriculum without considering why that subject is prescribed
and what part it plays in the general scheme of education.

What would be thought of a physician who was so absorbed in his
medical practice and the details of his patients' ailments that he had
no time to read of the new discoveries and new methods in the practice
of medicine? Or of a lawyer who could spare no time from his clients
to give attention to the new acts passed by Parliament? In exactly such
a situation is the teacher who has no time to "waste" on the vital
problems of his profession.

Canada calls for leaders in education as in every other department
of activity. But leaders can accomplish little unless everyone con-
nected with the profession takes an intelligent interest in the new move-
ments and strives for every possible improvement in the system.

EDITORIAL NOTES 395

TVi <? hi *• Every ambitious teacher begins work at the

that "Hraffq" opening of the school year with the determination

to learn something more of method, to make some
advance in the profession. Toward this end reading is more or less
faithfully done during the autumn term. But occasionally it happens
that the Christmas vacation, with the various festivities inseparable
from it, causes a relaxation of effort and before the end of January some
subject has begun to "drag". Usually, by some peculiar coincidence
this is one of the subjects on which there is no "final", outside examin-
ation and for which there is no specified text-book: it may be art, music,
nature study, agriculture, or some other.

Should time be lost during the day, it will be made up by omitting
the lesson in this particular subject; should intermission be a trifle
longer on account of an exciting game, an excellent excuse is furnished
tor squeezing out the lesson that "drags". If there is no excuse and the
lesson must go on in accordance with the time-table, the teacher may
spend part of the time at the window, or marking the register, or pre-
paring for the next lesson. He doesn't "like" that subject; neither do
the children. Everyone is uncomfortable; the teacher begins to lose
his "grip"; punishments become more frequent; discipline is abnormally
rigid during the time devoted to that unfortunate lesson.

What is the remedy? One must be found if successful work is to
continue. There is only one way out — the teacher must "specialize" in
that particular subject. Articles dealing with any phase of it must be
studied; books on it must be obtained; real work must be done on it; a
series of lessons for the balance of the year may be mapped out; arrang-
ments for a summer course in it may be made. x^Ml this takes time,
thought, and energy, but it is most emphatically worth while. No
longer will that subject "drag"; teacher and pupils will be enthusiastic
about it; interest in it will be spontaneous; its place on the time-table
will be secure against all accidents. And no "examination" subject
will suffer. The whole tone of the school will improve. Next year
some other subject may receive the same kind of concentrated effort.

„ , , , . History teachers will be glad to learn that at

Scholarship ,,.-'. .. ^ , . . .

„. . last history is to obtain a measure ot justice in

History . ' . , , ^ , , , . ,, • , .

connection with the Scholarship Matriculation

examination. The Senate of the University of Toronto has increased

to 400 the number of marks to be given to history. This action places

the subject on a par, as far as marks are concerned, with all the other

subjects except Latin antl Greek, to each of which 600 marks are still

assigned. That this change will meet with almost unanimous approval

is shown by the answers sent to this Faculty of Education in response

396 THE SCHOOL

to a circular letter which explained the proposal to increase the marks
given to history, and asked the opinion of the principals and the teachers
of European history. These circular letters were sent to the principals
of Collegiate Institutes, of High Schools having five or more teachers,
and of all other High Schools with history specialists on the staff. Of
the sixty principals who replied, fifty-six were in favour of the proposed
change, while of the four opposed, only one was emphatically so. On
the other hand, many principals added comments which show clearly
that they think history has been suffering from an unfair discrimination.
It is to be hoped that the Senate of the University will soon go still
farther, and make history count directly for one or more scholarships.

^ In the November issue attention was directed

p , , . to the Teachers' Leaflets which are being pub-

lished by the United States Bureau of Education,
and particularly to one entitled Opportunities for History Teachers.
Two other series now being issued by the United States Committee on
Public Information are of special interest to history teachers, and to
any others who are dealing with the war in either Public or High School.
The Red, White and Blue Series consists of five pamphlets, and the
War Information Series of ten. Two of these pamphlets are of parti-
cular interest. The first, entitled The War Message and Facts Behind It,
contains the message of President Wilson, delivered before Congress
on April 2nd, 1917, along with "Annotations giving the leading facts
on which the rupture with Germany was developed, citing the issues in
international law, and contrasting the spirit of Prussianism and Ameri-
canism". These annotations are very valuable. The second pamphlet
(if that term may be applied to a volume of 171 pages) is entitled
Conquest and Kultur. It gives a very large number of quotations from
German speakers and writers to illustrate the peculiar views of the
German Government and the German people which have brought on
the present war. Even to those who have read a good deal about pan-
German aims and ideals, the abundant and damning evidence of this
book is a revelation. Not the least interesting quotation for Canadians
is the following brief one from a book published in 1906, Krieg by Klaus
Wagner. "By right of war the right of strange races to migrate into
Germanic settlements will be taken away. By right of war the non-
Germanic (population) in America and Great Australia must be settled
in Africa ... By right of war we can send back the useless South
American Romance peoples and the half-breeds to North Africa".
These pamphlets may be secured free from the Committee on Public
Information, Washington. D.C.

Rural Dental Inspection

DR. FRED J. CONBOY.
• Toronto

SINCE the days of Juvenal men have been quoting that much
abused half line "a sound mind in a sound body", and while they
have made diligent provision for schools in which sound minds
were to be shaped, they have felt that these schools needed little scrutiny
as to their fitness for conserving and developing sound bodies.

They have failed to recognize that the true aim and function of the
school is to make good and successful citizens. Those persons are best
educated and trained who are best prepared to take up the work of life
when school days are over. The person suffering from any weakness
or defect, whether it be physical, mental, or moral, is seriously handi-
capped in his endeavour to render permanently satisfactory service to
his country and to his fellow-man.

One of the greatest educational problems which confronts the educa-
tor of to-day is that so many of our children are suffering from physical
defects. These conditions, if allowed to continue, not only shorten the
life, but also hinder the development of the unfortunate victim in both
ability and reliability. The most common defect found in school
children is that of diseased conditions of the teeth and mouth; over
ninety per cent, of our pupils suffer from this. It is generally recognized
that children are a nation's greatest asset and that it is the duty of every
loyal citizen to protect them from disease and injury. That being the
case, it is our duty to find some means of combating the ravages of this
disease, and the best method of so doing is by regular, systematic dental
inspection. Now, what will be accomplished by a system of dental
inspection? Of what benefit will it be to the children of this Dominion?

In the first place it will safeguard their health and save their lives.

The instruction given by the inspector and followed up intelligently
by the teacher will cause the children and their parents to realize the
importance of oral hygiene, with the result that the teeth and mouth will
be carefully and regularly cleaned and caries largely prevented.

Parents will be notified of dental defects and, acting upon the advice
of the inspector, will provide the necessary dental attention while the
cavities are small, thus protecting the child from pain and the loss of
teeth and tooth tissue. Parents will be advised of irregularity in time
for correction.

The publication of facts regarding the deplorable condition of the
childrens' teeth will lead the local municipal authorities to establish

(397)

398 THE SCHOOL

free dental clinics where the children of the poor may have their work
done.

Such a plan would mean a wonderful improvement in the health
of the children because it is quite evident that decay and irregularity
cause improper mastication; improper mastication leads to imperfect
digestion; imperfect digestion to poor nutrition, impaired health and
lessened resistance to disease. We all know that the neglected mouth
is a veritable breeding place for disease germs and that children in such a
condition not only contract disease themselves, but are germ carriers and,
therefore, a menace to the health and life of other children. It has been
definitely established that pus discharged into the mouth from abscess
sinuses and pyorrhea pockets, and then swallowed, has caused most
serious diseases of the mucosa of the alimentary canal and when the
bacteria and toxins from areas of infection enter the circulation they give
rise to a secondary infection in some other part of the body. Over
eighty per cent of all diseases are introduced into the body through the
mouth, nose, or throat. Surely, then, great care should be exercised in
guarding this gate-way, this portal of life or death.

At Boston, in St. Vincent's Orphan Asylum, where between three
and four hundred children are kept, they engaged a dentist to care for the
children's teeth. Before his appointment they had an average of 108
cases of children's diseases per year. During the first year after his
appointment, they had only sixty cases, the second year none, the third
year none, and the fourth year four cases of measles brought in by a new
pupil.

Statistics prove that 72 citizens of the United States die every hour
from diseases that might be prevented and many of these diseases have
their origin in an unhealthy condition of the teeth and mouth.

Regular denial inspection means safe-guarding the health of the children.

In the second place, rural dental inspection will result in more
satisfactory educational progress. Abnormal conditions of the teeth are
not only serious defects in themselves but also lead to other physical
defects. Diesases of the eye, ear, and nervous system have been de-
finitely traced to this origin. These conditions prove a serious handicap
to the children in their school work. There are three faculties which the
pupil must develop if he is to become a man of ability, and these are
the power to think, to remember, and to imagine; and all three are
dependent upon the ability of the child to sensate accurately. A child
with defective sight, defective hearing, and a weakened nervous system
cannot sensate accurately; therefore, cannot make satisfactory educa-
tional progress. Then, again, concentration is aboslutely necessary,
but how can a pupil centre his attention upon the subject taught, if his
body is racked with pain or weakened by toxins and lack of nutrition.

RURAL DENTAL INSPECTION 399

Recent investigation has proven that inability to use the jaws
properly in mastication results in subnormal brain development and
that the pressure upon a nerve, caused by an impacted tooth, has led
to mental abnormality. This proves how closely the physical and mental
are related.

Dr. Luther H. Gulick of New York is responsible for the statement
that, of 400,000 children examined, those with two or more bad teeth
averaged five months behind the grade they should occupy, and obser-
vation in connection with Toronto schools bears out this contention.
The old saying, that if a pupil is to make the best of his educational
advantages he must have a sound mind in a sound body^is just as true
to-day as it ever was. It is a psychological impossibility to have a one
hundred per cent, power to think, remember, and imagine unless the
mind has a sound body through which to function. True, there are
examples in history of great minds operating in weak bodies but it is
also true that these minds would have been still better had they strong
bodies through which to work.

Rural dental inspection means improved mental development.

Then, in the third place, rural dental inspection will improve the
moral health of the children.

The physical, mental, and moral are intimately related. That which
injures one to a certain extent weakens the others.

Endurance, ability, and reliability go hand in hand. A pupil physi-
cally weak is handicapped in his intellectual development, and a pupil
mentally weak is handicapped in his character development.^

The first requisite for character building is right thinking. The
pupil whf) suffers pain continuously and is handicapped by physical
defects has thoughts that ate morose, gloomy, and sullen and these have
a destructive inflluence upon his emotive power.

It is the child, who, through some physical or mental defect, finds it
impossible tf) hold his own in the classroom who becomes the truant.
He .soon begins to realize that he is a failure and feels that the school
authorities are opjjressing and persecuting him, that everybody's hand
is against him; and the moral disease of unreliability soon manifests itself
l)ecause the person weakened by disease is weak in will-power and yields
more readily to temptation.

The removal of a physical deject is often the first step in character building.

In the fourth place, rural dental inspection is a good proposition
financially. The financial aspect of the care of the teeth and mouth has
prior to this received almost no consideration on the part of those invest-
igating and studying the relation of disease to economics and yet the
loss to the individual and the state and the financial loss to industry
from neglected teeth is something enormous. Inspection means a

400 THE SCHOOL

greater saving for the individual, for inspection properly followed up
means the proper care of the teeth and gums. This, in turn, means fewer
cavities and smaller dental fees. It means that the cavities which do
develop will be discovered before the pulp becomes involved, thus saving
the time of the dentist, the patient's tooth tissue, and the parent's money.
Also, as has been pointed out, defective teeth cause other diseases with
their medical fees, loss of time, and other concomitant expenses.

It saves money for the State because a large percentage of the cost
of education is spent on the laggards and the majority of these backward
children are made so by some physical defect, usually decayed teeth.
The necessity of teaching children for two years in the one grade swallows
up about 20% of the school income. One of the greatest drawbacks
to successful teaching is the fact that so many children are absent; these
absentees retard progress by forcing the teacher to repeat the work.
. Many such absences are occasioned by tooth trouble. Then, too, when
the children of the poor become ill because of neglect of their teeth, they
must be cared for at the expense of the public.

Finally, the finished product of neglect is all too often a physical, mental,
and moral weakling, an inefficient economic unit, a burden rather than an
asset to the State.

Something must be done and that speedily. The only safety for our
people lies in prevention and the only hope for prevention lies in regular,
systematic, universal inspection by the State. Rural dental inspection
is an absolute and an immediate necessity.

The Value of Drawing

ALFRED HOWELL, A.R.C.A. (LOND.)
Central Technical School. Toronto

{Continued from the January number.)

THERE is another important phase of drawing that has not been
fully recognized or appreciated, i.e., its value as a correlative
subject. Its value in this respect could be made a very unique
one. To think of drawing for the mere sake of representing things is a
mistake. It has a purpose more far-reaching. Let me give you a few
instances of the possibility of its correlation with other subjects. Take
the subject of history. How much more definitely a subject like history
could be taught by the use of sketches — sketches of habits and customs
of people, the things they wore, the dwellings in which they lived.

THE VALUE OE DRAWING 401

Double interest could be infused into this subject by such means. Not
that the sketching of these things must be perfect but just sufficiently
exact to reveal the main characteristics. Think of the history of wars
and conquests; there is perhaps no more interesting factor than the
study of arms and armour. How is the difference between a Greek
helmet and a Roman helmet to be learned? Or, say, the Roman catapult
and the modern gun? These are interesting points that can be made
clear by drawings. Or take the question of nature study. Perhaps
not sufficient attention is given to the important phases of growth in
plants. The analytical side is a neglected one. The memory itself is
not so powerful that it can retain, from the sensation of sight only, the
image of how a flower is constructed or what the section of an apple is
like. It is not sufficient that I observe the strata of a piece of rock, the
shape of an oak or a pine tree, or the growth of the feathers on the wing
of a bird. In order that my study of these things shall be in any way
complete I must go further; in fact, I must draw them with the greatest
of care. Then we have a record of our study that will last. It is now a
recognized fact that in laboratory work drawing and note-taking are the
two important features. It has been asserted by men of repute that
more real knowledge can be accumulated through carefully constructed
drawings than through a whole mass of data compiled from books.
Then take the subject of geography. Geography should not be taught
by the mere drawing of an outline of a country; the main features of the
interior should be grasped. We must distinguish between one mountain
range and another; we must understand that the mountains of Switzer-
land are of different formation from those of America. TWs difference
could lye learned by scientific explanation and by carefully constructed
drawings. These are just a few of the many subjects in which drawing
is of great assistance in miking knowledge complete.

After recognizing the various important uses of drawing we must now
consider how we can achieve this power or skill in drawing. The eye, the
hand, and the memory have to be carefully trained. The fact that the
eye and the hand need very special training requires little emphasis, for
everyone realizes this. But the training of the eye and the hand is not
in itself sufficient. The memory is a most potent factor. It is one of
the gravely neglected factors in art education. Why it should be so is a
marvel! We go to endless pains in order that we may be able to recite a
piece of poetry; we learn by rote dates of the reigns of kings and queens,
the names of towns and the industries of towns by the thousand. In
short, we cultivate the memory along these lines. When it comes to
the question of form we are facing a problem which requires an extensive
training of the memory, and a problem that must be squarely met by
all art teachers in order that drawing may become effective and practical.

402 THE SCHOOL

The cultivation of the memory in any direction cannot be commenced
too early. The only danger is that we cultivate mechanical memories
and become walking encyclopaedias of facts and other people's ideas.
In art, the memory must be so developed that our imaginative faculty
will be free to expand and work with enough freedom and elasticity to
create. Our minds must be pliable and free to receive impressions and
reveal them in our own particular manner. Our success in drawing will
depend almost entirely on how we use our faculty of observation and
to what extent we store our knowledge. Memory is, in fact, stored
observation. The mere copying of an object is not enough.. This may
cultivate observation and skill in using media, but it does not serve as a
practical aid when the object is no longer in front of you. We meet only
too many people of the purely academic type who can do nothing beyond
the mere copying of an object. This is not sufficient. Such people do
not help in th# progress of life. The builders are the creators. Not the
one who slavishly copies the work of those who have gone before him,
but one who takes those things and adapts them to the particular needs
of his time will be of the greatest service. In order that this may be
accomplished, the memory must be full of images of beautiful objects
that one has seen, and the.se will remain as models to consult in the
creation of ideas. Certain objects change too rapidly to permit of a right
interpretation except through a powerful memory, and even then one
cannot take in too much. The transient effect of a landscape, the
passing cloud, the sudden burst of sunshine, the wind-tossed wave, these
are things that must be committed to memory if we are to give real
expression to them. The hand does not possess rapidity sufficient to
keep pace with what the eye sees. For this reason the capacity to
visualize is an essential characteristic of a successful* draughtsman.
Just imagine the effect that the momentary action of an athlete throwing
the discus would have upon the Greek artist. With his wonderful
faculty for discerning beauty he would visualize some characteristic
action and retain it until it found complete expression in the marble.
The Greeks were taught to observe: otherwise a great athletic school of
sculpture could not have grown. It was the same idea that helped in the
creation of our finest Gothic cathedrals. It was the close contact that
the artist had with Nature and the storing in the memory of beautiful
forms that resulted in these delightful spontaneous forms that have
made a place for themselves as some of the greatest art of all times.
Thus all creative work can be only the result of fine imagination, and
imagination can come only through a well-trained memory.'

See what the value of a good memory for retaining things means to
the man of travel. I have been interested in comparing the narratives
of such men, and invariably the best recorders of scenes and incidents

THE VALUE OF DRAWING 403

are not those men with the fine flow of language, but the men who
possess just that graphic touch and can select the salient points. It was
this idea that made Turner one of the greatest recorders of Nature
through the medium of colour.

The cultivation of the memory in drawing requires concentration.
It is no haphazard kind of thing but a matter for really serious study.

But someone might say, "This memory work will spoil all that
naivete that characterizes my work". Depend upon it that all fine
technique in tone is too unconscious to be troubled seriously by other
mfluences. As a matter of fact real creative work, however fine the
technique may be, can be brought into being only by a powerful imagin-
ative faculty.

We talk about individuality of style and expression; Nature is the
living source from which we should draw. If we could imitate her style,
it would necessarily be the greatest originality.

For the worker in applied art it is just as essential that his mind
should be stored with those things which are necessary for his work as it
is for the pictorial artist. It was the enormous store of knowledge of
the human anatomy, possessed by Michaelangelo and Rubens, that
enabled them to create, not only rapidly but without the aid of a model.

Any worker in applied art should have, so to speak, "a stock in
trade", so that he will not be encumbered with the necessity of consulting
references for everything; otherwise his work loses character and spon-
taneity.

The question of movement in the human figure cannot be learned
from books, but only by observing carefully the actual form and intelli-
gently committing it to memory.

Any interesting suggestion in composition that we see in actual life
should be noted, for out of the most ordinary or commonplace things in
life, it is possible to build up something fine.

How often does one notice the mother on the doorstep nursing her
babe! There are the fine graceful lines of composition, the sheltering
attitude of the mother's figure! Such a subject in the hands of a great
artist could be translated into something grand and statuesque. The
power of observation and retention must have full play in order that the
visualized subject may find complete expression in material.

Or, again, facial expression. You cannot get a person to smile or
look serious according to your order; these are difficult things in the
rendering of character. There is all the difTerence between a faun and a
god, between a repulsive expression and an endearing or kindly expression.

Hence we must observe with all seriousness. One might go on for a
long time mentioning men and works that went through great trial and
hardship, but ^he ultimate triumph was due to one thing only — study.

404 THE SCHOOL

One of the most interesting systems that I have heard of in regard
to memory drawing was instituted by a man whose name was Bois-
baudran, and who taught in Paris during the middle of last century.
His method was unique. Taking his pupils through a carefully graded
course beginning with simple straight and curved lines, it was not long
before the difiRcult points of anatomy and the human figure were attacked.
In this respect particularly was his method unique. He would select a
spot in some wooded glen or natural park with the great trees casting
their shadows, interspersed with golden sunlight. There would be a
pond full of reflections. Perhaps an old piece of architecture in the
form of an archway or steps would form part of the scene.. Life models
would be attired in varied costumes. The sight would be of immediate
interest to pupils. The models ran, walked, and sat about almost
unconsciously. The master would observe any interesting action. For
instance, one man might be reclining against a piece of rock close to the
edge of the water. A river god would be the suggestion. The pupil
with a classic turn of mind would visualize the subject, then set to work
and reproduce it. It was not the ordinary method where the model
stands on the throne of regulation size, but an enjoyed freedom.

Out of such scenes those things would be selected that were in har-
mony with the particular bent of the pupil. Some would select the
figure, others would make the figure subservient to the background, or
others would select some feature such as a tree or group of flowers that
might be converted into some element in design. This system of work
produced for France one of the most prolific schools of draughtsmen
that Europe has witnessed, and it was because of the emphasis on the
value of memory drawing in developing the imagination.

{To be continued.)

The Graphic Vocabulary in Landscape Drawing

GERALD F. MANNING.
Instructor in Art. Normal School, Camrose

THOSE who have had much to do with teaching drawing in the
Public Schools will be prepared to admit the truth of the state-
ment that, whereas very young children in primary grades will
make with promptness and confidence a drawing of any object within
their experience, yet children in the middle and grammar grades often
show a want of confidence in their ability to draw things, combined with

THE GRAPHIC VOCABULARY IN LANDSCAPE DRAWING 405

a lack of interest in drawing. What is the reason for this change? Is
it due to the peculiar difficulties of the subject, to the fact that many
teachers cannot draw well themselves, or to the fact that it is difficult
to teach some children to draw? While each or all of these may be con-
tributory causes the writer believes the fault to be one of method, or to
be more exact, lack of method. Too many teachers believe that ability
to draw is a heaven-sent gift and, that being the case, they may safely
wash their hands of the subject. Frequently the choice of a model for
the drawing lesson is left till the commencement of the lesson period,
and then results from a hurried survey of the available objects in the
schoolroom, regardless of correct order or sequence. This haphazard
system of instruction would not be tolerated in any other subject, since
it would result in a standard of attainment no higher than the present
average in drawing.

/r ^

<_.

) Trees '9 cWsIa-Dcc-

Plate 1

Plate I shows a number of landscape elements. These are merely suggestive, and
could be expanded indefinitely. Whenever possible the drawings will be made direct
from Nature. When these elements can be drawn reasonably well they will be used
in building up pictures, as suggested elsewhere.

Plates 2 and 3 show the work of ten grades.

Grade I Jr. illustrated "Little Bo-Peep" by free paper-cutting. The sequence of
lessons was as follows: — (1) Literature — Little Bo-Peep. (2) Dramatization. (3) Sky
and earth — hori2on. (4) Simple landscape — hills and lakes. (5) Little shepherdess,
and crook. (6) Sheep. (7) Individual interpretation of the rhyme.

Grade I Sr. illustrated from Hiawatha the lines —

"By the shores of Gitche Gumee,
By the shining Big-S'ea-Water,
Stood the wigwam of Nokomis."
The lesson sequence in this case might be of interest, the work occupying ten lessons: —
(1) Flat wash in water-colour. (2) Flat wash in two colours. (3) Flat wash with
crayons, attempting to get similar evenness to that obtained with water-colour. (4)
Earth and sky — crayons — emphasis on pleasing d.v'.sion an I smooth colouring. (5)
Earth and sky and water — colour of sky reflected in water. (6) (o) Wigwam, (6) Com-
position of scene, including earth, sky, water and wigwam, ('■) Colouring scene.

40<)

THE SCHOOL

Plate 2

THP: graphic vocabulary in landscape drawing 407

(7) Blackboard lesson — representation of pines and firs along sky-line, first alone,
then in pictures. (8) Representation of trees with crayons. (9) Composition of
original scene. (10) Colouring scene. The class teacher adds: — "In periods where
children chose their own seat-work a great many practised the several steps, and thus
acquired skill probably not to be acquired in the lessons themselves." To the skill
acquired by these two classes under intelligent leadership the writer can testify.

Grade 2 illustrated the stanza — "Dark brown is the river" — from the Cold's
Garden of Verse.

Grade 3 made a Christmas card, each child having also the problem of niountirtg
the scene and placing the lettering. Some very interesting results were obtained.

Grade 4 illustrated the first two stanzas of the poem " Drifted Out to Sea".

Grade 5 illustrated Indian life — water, reflections, canoe and occupants, wigwam
etc., and showed skill in handling water-colour and in drawing with the brush.

Grade 6, studying Europe, took Holland as the theme — values.

Grade 7, studying Asia, took S. W. Asia as the theme — pencil. The sequence in
this grade was: (1) Discussion regarding material needed to illustrate theme. (2) Dis-
cussion of material collected, and drawing of this. (3) Practice in drawing, through
two lessons or more, the elements required. (4) A talk on composition. (5) The
composition of picture by class. (6) Criticism of drawings by teacher and class.
(7) Re-drawing. (8) Use of finder — planning border — lettering within suitable
panel.

Grade 8 made initial letter with landscape background — water-colour.

Grade 9 made study of tree shapes, and were given problem of designing a book-
plate, introducing the tree form. This work was done with pen, brush and ink, on
Japanese rice-paper, in such a way that the finished work might form a negative from
which prints would be made for pasting into school books, etc.

Grade 10 illustrated themes from the literature. Space could not be found for.
these.

These experiments with sustained problems proved that in most cases interest can
be held over a considerable period ol time, and that it even grows as the problem pro-
gresses.

Note — ^The reproductions in, plates 2 and 3 have not, of course, brought out the
colour-schemes of the originals because both the reds and the yellows appear black in
the halt-tone engravings.

Successful work is more a question of method than of ability of
teacher or student. The subject of art teaching in the schools is worthy
of far more attention and thought than is being at present devoted to it,
for there is no question that good art teaching in the Public Schools and
High Schools may influence profoundly the after life of many who have
long forgotten the formula? of mathematics and science or the facts of
geography and kindred subjects, to the best method of teaching and
presenting which we devote so much time and study to-day.

Art was introduced into our elementary school .system as an aid to
industry. To-day we realize also its value as a medium for the teach-
ing of good taste — an economic asset. Two generations ago the develop-
ment of drawing and design was advocated because of the value of these
.subjects as agents which would foster the industrial life of the State.
How much greater is the need to-day!

408

THE SCHOOL

Plate 3.

THE GRAPHIC VOCABULARY IN LANDSCAPE DRAWING 409

When the present war is over, Europe will have lost thousands of
her best craftsmen and artists. Those she has left will need to con-
centrate largely on the task of rebuilding. We shall have to depend
then much more on our own efforts, and our craftsmen must be trained
here. Much of Canada's future development will be along the best
lines or otherwise, according to the craftsmen who can be called upon
when the need arises. There will be a unique opportunity in the coming
years to establish a national art, here in America, which, while preserving
all that is best in the older European art, yet will be distinctive in char-
acter, growing, as it might, out of the vast material at hand in this
newer world. We have the craftsmen of fifteen years hence in our
schools to-day and, while it is not claimed that the function of the school
is to make an artist or craftsman, yet it is its function, or should be, to
give each child some idea of the line of endeavour most profitable to
himself and to the State. Great ability will manifest itself under any
conditions, but it is beyond question that much material is lost to us
to-day because, being latent, our present lack of method in art teaching
fails to discover it before its possessors have drifted into some other
line of endeavour.

Many who have given the subject of drawing in the elementary
schools serious consideration have reached the following conclusions:

' The average of ability in drawing of any class'will be as high as the
average of ability in the other subjects, provided:

(a) That the methods of instruction are as definite as those employed
in other subjects.

(b) That drawing is regarded in the same pedagogical light as the
other subjects.

(c) That the course is so organized that from the first grade to the end of
the eighth there is a definite progression in each phase of the art work."

These conclusions have been reached as a result of actual experi-
ments, carefully made and accurately recorded.

Where there is no definite method or progression in the instruction
the want of confidence previously referred to results from the fact that
after a time children begin to realize how inadequate their drawings are.
The power of perception has gone ahead of the power of representation.
"We must avoid this period of discouragement by teaching the children
in the lowest grades to draw a few objects simply but with a fair degree
of exactness. These forms, learned in the first grade, are used in more
complicated ways in each succeeding grade of the school. Every year
the form is added to, or drawn with increasing knowledge and with
more assurance, and new objects are added. Thus is built up what
might be called a 'graphic vocabulary'. The teaching of this vocabu-
lary of form corresponds to the drill phase of English or mathematics.

410 THE SCHOOL

"The accumulating of this vocabulary is one of the most important
phases of the work. Its importance is due to the fact that when the
correct form of one object is well learned it becomes a basis for com-
parison with other forms. We find also that, when children have defi-
nitely; in their memory a few forms, these become centres of reference
around which they organize new ideas of these and other objects, so that
their first simple but well-mastered graphic vocabulary becomes indefi-
nitely elaborated.

"We must select for the vocabulary those objects which are most
used in the other subjects, and which are interpretative of the widest
range of form. For example, if the first grade children study Indian life
as a topic in history they learn to draw a canoe. The canoe is needed
in other grades of the school, and the canoe shape is also used as a refer-
ence or centre about which to build other boat forms that are needed in
later grades, as the Viking boat or the Greek ship.

"The accumulating of a graphic vocabulary is emphasized in con-
nection with the drawings for geography. The different geographical
landscapes can be so simplified that we have only a few typical forms to
be learned — three types of mountains, three types of trees, etc. These
forms are drawn when they occur naturally in the geography of the
grade, but are so definitely systematized that a grade VII. pupil should
be able to represent any simple geographic landscape."

For purposes of this article each grade in the Practice School chose
for illustration some theme related to one of the other subjects of the
curriculum. The aim was so to present the work that the children
would have confidence in their ability to make the drawings the theme
called for, and "since the design side of the art underlies all of the work,"
to encourage them to do original work in putting the elements together
to make their own compositions.

In general, a discussion followed the choice of a theme and all the
objects needed to illustrate it were listed on the blackboard. The chil-
dren were then asked to look for material which would help in obtaining
a correct representation, and to bring this material to school. (Old and
current magazines, newspapers, etc., can he searched for pictures to put
into a school scrap-book kept for this purpose.) In the next lesson the
available material was distributed, examined, the shapes discussed, and
the rest of this and following lessons spent in learning to draw the
required elements, i.e., in adding the new shapes to the graphic vocabu-
lary- Composing a picture was next dealt with, and each child then
proceeded to make an original picture. The next step was particularly
important- -class criticism, under the teacher's guidance, of the work of
each pupil. (Many helpful and suggestive criticisms will come from the
children themselves if the various drawings are placed where all can l)e'

VOCATIONAL GUIDANCE IN GRADES VII AND VIII 411

seen and the children encouraged to discuss them freely. This is a
splendid training in appreciation, cultivates taste, and leads to better
work and keener interest.) In the next lesson drawings were re-worked,
and suggested improvements made; in some cases finders were used and
the drawings mounted.

"Such exercises as these, taken from grade to grade, will result in:
(a) Ability to draw well a range of typical objects, (b) Good methods
of individual investigation and collection of material, (c) Ability to
arrange material so as to illustrate given subjects, (d) Appreciation of
design in decoration and composition."

This article was written mainly for the teacher in the rural school
who can get little outside help in this subject. The advantage of (b)
and (c) to the busy teacher in an ungraded school is obvious. The
advantages this method ofTers to the teacher who cannot draw is also
plain. From the pupil's standpoint the advantage is that he is not
called upon to work out some problem without knowing how to begin — ■
the feeling of helplessness has gone, and the method is as obvious as that
used in arithmetic or composition. In brief, our slogan should be Art
for use in place of "Art to fill a little spare time."

The writer begs to acknowledge his indebtedness to the authors of
"How Children Learn to Draw,"* from which several passages have
been quoted. This book should be in every school library. Its careful
perusal will do much to improve our present methods of teaching drawing.

Vocational Guidance in Grades VII and VIII.

(iEORGE D. MISEXER, B.A.
Principal. H.A. Gray School, Edmonton.

SOME guidance towards life work should be given young people on
account of the tremendous waste under present conditions. Boys
and girls in both elementary and secondary schools lack a specific
and frequently even a general purpose in their school work. They are
going they know not where. Consequently they merely trifle with
school problems. They not only lack objectives, but they also lack
ideals of thrift, work, and self-support. Even a university graduate
who has had his way paid is frequently pitifully incompetent when cut
adrift, filbert Hubbard defined a "high-brow" as "one who knows
everything but the practical and can do anything but earn a living."
This is incipient in our elementary schools.

*Sergent and Miller — Ginn & Co., Boston.

412 THE SCHOOL

There is a tremendous waste by those who spend precious years
experirrenting in various occupations without any definite notion as to
their relative importance as an end or a means. For example, the
school boy who leaves school to run an elevator. The misfits in ever>'
occupation testify to the wastage in our system. There are those in
professional schools who have been pushed and kept there by other
initiative than their own and who, if they ever graduate, become a
public menace. There are also those in simpler walks who have native
endowments to fill a much larger place in the social system had they
been awakened to their possibilities in time.

Grades VH and VHI furnish a suitable opportunity to introduce
vocational guidance, for it is when in those grades that about eighty
per cent, of the children reach 14 and leave school. That, too, is the
impressionable adolescent period when life decisions seem natural.
Enquiry shows that a large majority of eminent men found their par-
ticular bend at this time. About this age Edison was starting in a
telegraph office and practically all the merchant princes went behind
the counter.

Definite suggestions of encouragement should be available at this
time for three classes: those who are going on with a liberal education;
those who are ready to enter a full-time vocational school; and those
who are going out to work full time.

The three general problems in vocational guidance of this sort are —
to gain a current knowledge of the vocations; to appraise the individual
capacities of pupils; and to give the best suggestions most effectively.

It will be necessary to have current data on the vocations. Such
questions as these should be answered approximately. What are the
local industrial occupations for men and women? What are the voca-
tions for which there are training schools? What occupations are there
of provincial and federal scope? Then for each vocation: — -What type
of person is required, intellectually, physically, and according to dis-
position and morals? What training is necessary in order to become
efficient? How much time and money will it take? What are the
advantages and disadvantages of the work, as to social service, health,
probable duration, remuneration, promotion, retirement, leisure, etc.?

All the devices of industrial and professional surveys will be needed
to get this information; a co-operation with employers, labour-unions,
professional associations, and government statisticians will be necessary
to keep it current.

It may be found necessary by means of more scientific methods, such
as an adaptation of modern intelligence tests, to define more particu-
larly the types who succeed best in each vocation. For some street car
companies, municipalities, and army offices a psychological examination

VOCATIONAL GUIDANCE IN GRADES VII AND VIII 413

has been tried. One company finds that they may get inefficiency not
only with too low an intelligence, but also with too high. A man of
decidedly superior ability will not long be content as a street car motor
man or a fireman ; and where th'ere can be only an occasional promo-
tion, it is wasteful for employers to train such a man.

For estimating the capacities of our pupils we have some records.
These could be augmented. We might have, along with physical record,
attendance, classroom record, such data as intelligence quotient, moral
record, social or environmental rating, and some judgment on character
traits and habits. Teachers could make these judgments on forms
when the child is being promoted. Two or three intelligence tests in the
whole elementary school course would be a guide. These may soon be
available in forms that can be given to groups of children. At present
teachers with a little special training can give the revised Binet tests
and get approximate results. In some of the European schools they
keep records that can frequently be traced through several generations.

The application of the knowledge gained presents considerable
difficulty. The vocations will be found to divide oflf into levels and groups
and the pupils will divide similarly according to capacities and condi-
tions. While no attempt should be made to make these divisions hard
and fast as they have been in older societies, they are here based on the
demands of work and capacities of individuals and we cannot afford to
ignore them.

AH Public School principals are giving some vocational hints. One
parent asks, "Do you think my girl would make a teacher?" Another,
"What shall I do with my boy? I want to put him through university
and he has failed in grade VII at 16." We are in a position to give
guidance for the teaching profession and find some deeply interested,
enthusiastic, and their school work motivated accordingly. The depart-
mental stores send us forms on which to rate their applicants who have
frequently been failures in school work. They then pass a judgment on
the whole school system based on the calibre of these applicants. As
we now give ratings of children to parents and employers and suggest
some fields of activity to pupils, by investigation and organization this
could be made much more definite and effective.

Principals or teachers who were provided with sufficient data might
give a series of vocational talks and class conferences in grade VII.
The additional records of pupils .will form a better basis for recom-
mendations to parents. There is much needed at present a series of
popular vocational monographs — "The Successful Mr. So-and-so" —
which would be a valuable addition to school libraries. Pupils' readings
in these could be prescribed by the teacher. With the children of
grade VIII and those of lower grades about to leave school, personal

414 THE SCHOOL

conferences could be held and records kept of vocational plans formu-
lated. All this would be merely suggestive but suggestive along sound,
practical lines with a scientific basis.

We should like to be in a position' intelligently to direct a boy of
superior ability, who has to leave school, into half a dozen openings
where he might make good progress. We should like to be able to show
the dull boy the way to numerous important occupations where his skill
and patience would be rewarded. We should like to help to keep these
out of blind-alley jobs. We should like to say to the one who goes on
that the years of study will not be in vain, but that the world has a
special work for him to perform although it lies in the future.

We should also be able to follow up these boys and girls during their
first years of work. Myer Bloomfield suggests a Vocational Service
Bureau to keep in touch with children of 15 and 16 in employment. The
managing committee of this bureau may be appointed by the school
system and have representatives from the schools, employers, social
workers, and employees. He suggests that it give advice on vocational
guidance, do research work, and look after the placement of juvenile
labour. He offers this as an expedient until the State is prepared to take
entire control of the child up to sixteen. This bureau should have the
power to remove children from underemployment, misemployment and
unemployment.

The writer's opinion is that it would be preferable to keep children
who leave elementary or secondary schools as wards of the State, under
some such bureau, for a period of two years.

Question: Describe the digestion in the stomach.

Answer: When the food reaches the stomach it is walloped around like a churn,
and the saliva makes the grease for the churn.

Question : Define solar system.

Answer: The sun is the centre of the solar cistern, and supplies us with heat and
vegetables.

Little William was standing at the window watching an approaching storm. Great
black clouds overspread the sky, when suddenly a bright flash of lightning parted them
for an instant. "O mother," he said, "I saw that funder wink."

The city-bred boy's parents had just moved into the country and arrangements
were being made for him to attend the public school One day he saw electricians at
work there. "What are those fellows doing?" he asked his father. "Putting in an
electric switch," was the reply. " Well, I am going back to town at once," was the boy's
astonishing comment. "I won't stand a school where they do their licking by elec-
tricity."

Primary Department

W'HiTii Lake Public School
Norman Campbell. Principal

Send in a "snapshot" of your school for reproduction on this page.

Correspondence

(The School undertakes to answer promptly, by letter, all reasonable questions,
if correspondents enclose stamped, addressed envelope. When this condition is not
met, answers are given on this page as soon as space permits ]

"Please tell me the number of teaching days in 1917" Full informa-
tion on this point was given on page vii of the December issue of The
School and in previous issues. Particulars regarding teaching days
for 1918 will be found in the advertising section of this issue.

Private C". D. Jones, who was, before enlistment, teacher of the
Crean Hill Mine School, sends from Witley Camp a device for seat
work for a primary class. Private Jones is now teaching elementary
geometry in the Khaki College conducted by the Y.M.C.A. The pupils
of his former school greatly enjoyed the following: — "Give each of the
children a piece of paper or cardboard. Instruct them to cut this up
into small squares and to write on each square a number combination
such as 9 + 4 or 1.3 — 8. When finished they give the cards to the teacher.
Then, when their class is called, the teacher holds up a card on which

141.51

416 THE SCHOOL

there is one of the combinations, say, 3 + 4. The child who first says
'7' wins the card. The one who has the largest number of cards at the
close of the lesson wins the game."

To THE Teacher Who Wrote in the January Number.

Cheer up, my fellow teacher! Things are not as bad as they seem.
I have encountered some of your difficulties and know just how dis-
couraging they are. We had a library, but it was filled to overflowing
and there were heaps of things which had no proper place. My pleas
also fell on deaf ears, so the larger boys and I made a shelf out of an
old board and combined energy, manual training, and invention; and,
behold! a shelf with a compartment underneath for clippings, boxes,
etc. One part we used for our agricultural shelf and the other for books.

Our Board would not supply us with scissors, but I found that quite
a number of pupils were able to bring an old pair from home which still
cut paper and cardboard fairly well. With a little planning it was quite
possible to get along even though there was not a pair of scissors for
each pupil.

So many rural teathers bemoan the scarcity of busy work in primary
classes. It is not necessary to dig deep into the pockets of the School
Board for your material for number and phonic work. For "busy
work" in number I use tooth-picks, beech-nuts, pumpkin-seeds, rose-
haws, mountain ash berries, corn, and any other seeds which do not
roll and are not too small to be handled easily by the little fingers.
The figures and plus and minus signs I made myself from cardboard
and asketl for empty spool boxes at a village store. The printed letters
are only twenty cents per box. One box can be used for years, being
handed down from class to class. I have six of these boxes, but have
only six pupils in my Primer class.

Regarding your new blackboard. Don't give up until you get it.
It is not the sudden dash, but the constant wearing which smooths the
rocks. Because of the diligent use of the "keep-at-it" method I am
now teaching in one of the finest rural schools in Southern Ontario.
Tell your trustees about the boxes and boxes of chalk you will save with
a slate board. Point out clearly the benefit to the eyesight of their
children and use books, circulars, the rules and regulations, and, lastly,
get your Inspector to "push" it all he can.

As for equipment — what about that new regulation issued by the
Department of Education to the effect that unless the necessary equip-
ment is installed the grants will be cut off? School Boards, I find, have
a respect for printed matter which some teachers would do well to
utilize.

CORRESPONDENCE 417

There are many, many things which prove " mountains of obstacles,"
but it is surprising how these difficulties fade away if we just keep right
on trying. We are so apt to forget to "try, try, again," though that is
the axle on which school routine revolves.

My new school is still so new that we have not all the things we
want for it, but one by one we are getting them. I have been five
months begging for a table for the classroom, as the desk is not suitable
for teaching number work to the little ones. No, it hasn't arrived, but
it is on the way. Our old school was classed as the worst in the whole
county; the grants had been cut off for several years. How we got the
new one is another story.

If there is anything I can do for you I shall be only too glad to help
you, but I usually beg assistance wherever I can. Yours for success.

Ruby L. Eidt,

Baden, Ont.
[The School is very glad to have helpful letters like the above. Teachers are
invited to write about their difficulties and about how obstacles have been overcome.
This department is at their service for the interchange of suggestions.]

Material for the Storyteller

ANNIE J. WORKMAN
Hope Farm, Verbank, N.Y.

FOUR great main streams of peoples have poured into America —
Britons, Latins, Teutons, and Asiatics. Each has its own dis-
tinctive literature. The great literatures of these people, as well
as the more modern material, should be utilized by the storyteller.

The great mass of material available for the storyteller may be
classified under about a dozen main headings. First come the nursery
rhymes, a very important part of child literature. They satisfy the
child's desire for rhythm and develop his sense of play. Although
frequently neglected, they are classics as important to the stage of
development to which they belong as are Scott and Shakespeare to
students of a more advanced stage.

The primitive stories deal with nature and man's relation to it.
They represent a belief in man's ascent from the animal kingdom.
Animal activities predominate. In these stories we find exemplified
primitive man's attitude of equality toward the lower animals. Then,
too, primitive man seeks to explain the forces of nature. These stories
are valuable because they seem to arouse deep feelings not stirred by
other types of material. They bring to consciousness and help to con-
trol forces which often afif6ct the child later in life, as fears, dreams or
morbid desires. These stories minister also to the child's feeling of kin-

418 THE SCHOOL

ship to animal life. The comical element found in stories such as those
of Br'er Rabbit is valuable. It has been said that "Humour is so much
a part of human life that if good people do not produce good humour for
children, bad people will produce bad humour for them."

The myth is really a religion built up by primitive man to express his
inmost feelings. Coming down through the ages orally the myths were
tested continually, and those that did not make a strong appeal or
measure up to public opinion were weeded out. By this method form
and content have approached perfection. The Norse myths are
especially good, being strong and dramatic. They show man in equal
conflict with nature.

The fairy tale is that form of tale which deals with strange or super-
natural events in a mood of half belief or pure fancy. It is found all
over the world, and is valuable in education because it pictures the
conflict between good and evil ending in the triumph of the good. The
penalty quickly follows the offence and is of a kind to appeal to the
child's sense of justice. The fairy tale represents the world as full of
friendliness. It depicts the goodwill principle in an attractive aspect.
It teaches, too, that out of evil good comes to those who are good, as,
for instance, in the story of "Diamonds and Toads."

The legend is a story based partly, perhaps, on fact. In this type
of story the event or personality has been magnified in the process of
oral transmission in order to emphasize certain important qualities or
characteristics. It forms a connecting link between the fairy tale and
real history. The story of "St. George and the Dragon" is an example
of the legend.

The epic was made up of early tales which, as civilization advanced
and national ideals were born, grouped themselves about the persons of
great heroes, often imaginary, who represented those ideals. Originally
many of the tales constituting the epic were quite unrelated, but gradu-
ally they gained unity and artistic form. The epic is the story of man
finding himself and bringing the different phases of his story into an
artistic whole. The completed story represents a vast experience
extending far back into the past. It is the climax of the story-telling
impulse. The story of Siegfried illustrates the epic type.

"Purposive" stories such as fables, allegories, and parables have a
place in the storyteller's repertoire. These are often animal or other
nature stories in which some lesson of morality or practical life is pur-
posely taught. They aim to teach something besides the content of the
story. They do not stir such deep emotions as do the racial stories and,
besides, their value is lessened by the very evident moral.

History stories have valuable functions. ' They should be used to
convey truth rather than mere fact, to create in the child's mind a sense

MATERIAL FOR THP: STORYTELLER 419

of the reality of the past, to create a background for facts concerning
the inner life and development of the people. These stories should be
used, too, to minister to the desire for the heroic which every boy, and
many a girl, feels.

Nature stories have a double function, being used to convey nature
knowledge and- to stir the emotions, thus deepening the love for nature
and leading the child to have a feeling of oneness with it. There are
several types of animal stories from which to choose. Most popular,
perhaps, are the primitive animal stories of the Br'er Rabbit type found
all over the world. Other types of nature stories to be used at times are
the stories of the creation, stories of the cosmic order such as celestial
phenomena, weather, wind, and storm. Many of these are found among
the old myths and folk tales. In choosing nature stories we should
avoid the over-sentimental animal fiction that has much plot or many
adult ideas ascribed to animals.

The stories of romance form an important part of the stock-in-trade
of the teller of stories to children of the adolescent age. The child of
that age who read at all demands such literature and the storyteller by
giving extracts from good material may do much to prevent or counter-
act a taste for specimens such as, "The Life of Lefty Lewis," or "Her
Hidden Crime."

The modern stories for children must not be overlooked. Young
children love the realistic stories of everyday life. Many of those
suited to older children are valuable too, while many others are too
sentimental. In many the moral teaching is too evident. One element
of weakness is found in the fact that these stories are written almost as
soon as they are conceived, while the racial stories had a long period of
oral transmission before being fixed in written form.

Poetry with its message of beauty must not be neglected. " It is the
function of poetry to present truth in such a form that it will lure the
soul to follow its gleam." A five-year-old who had heard many nursery
rhymes as well as other simple poetry was listening for the first time to
■■ Jack-in-the-pulpit". When they came to the part about "The sweet
lily bells ringing for church", he asked to have those lines repeated and
then remarked, "Isn't that pretty, father"?

When choosing from this mass of material stories for her particular
need there are certain standards which the storyteller should keep in
mind. Is the story suited to the stage of development of the listeners,
to the heeds of the particular group, and to the occasion? If not, it will
not appeal strongly to the hearer. Is it real literature, or merely story
stuff? Does the story paint, in words a little child can understand, a
high ideal of conduct, and does it make him desire to reach this ideal?
We shf)iild avoid, when choosing for children, stories with strong sensa-

420 THE SCHOOL

tional episodes, with elements which appeal to fear or priggishness,
stories which contain a mixture of fairy tale and science.

When planning a course in storytelling as when planning any other
phase of educational work, the stage of development of the listener must
be taken into consideration.

Types of stories suited to these different stages follow: —

I. For the child under five years. During this period the child is especially inter-
ested in living things. His interest in motor images leads him to enjoy stories of action.
To fit these needs we choose — A. Mother Goose Rhymes. B. .Strongly rhythmic
stories bringing in much repetition of phrase and idea. C. Stories containing vivid
word pictures. D. Animal stories, especially those introducing animal cries.

Good editions of the Mother Goose Rhymes are found in Lang's Nursery Rhyme
Book; Heart of Oak Book, Vol. 1; Book of Nursery Rhymes, Welsh; Mother Goose
Melodies. Wheeler; Mother Goose, Volland edition. The last named has beautiful
editions.

A very few of the favourites of the younger children are given as a suggestion: —
A. Three Little Pigs. The edition illustrated by Leslie Brooke is excellent. B. The
Old Woman and Her Pig. C. Chicken Licken. This and the previous one are found
in Jacob's English Fairy Tales. D. The Ginger-Bread Man in Best Stories to tell the
Children, by Sarah Cone Bryant. E. Three Billy Goats Gruff in Baldwin's Fairy Stories
and Fables.

II. For the children between five and ten: — A. Nonsense Tales. B. Wonder Tales.

C. Fairy and Folk Tales. D. Fables and Legends. E. Selected parts from the myths.
F. Nature stories. G. Humorous stories. H. History stories. I. Carefully selected
modern stories. J. A few Bible stories.

Specific examples of these types may be found among the following: — The Cat and
the Parrot, Epaminondas, Cinderella, Raggylug, Ulysses and the Bag of Winds, The Brave
Tin Soldier, David and Goliath, Parts of Swiss Family Robinson, Just-So Stories by
Kipling, Wild Animals I Have Known, Black Beauty, Beautiful Joe, Uncle Remus.

III. For the child from nine to twelve: — A. Adventure stories from the mythic
cycles. B. Hero stories of the Old Testament. C. The more dramatic history stories.

D. Nature stories which tell the history of the earth, man's life upon it, his conflict
with Nature, and his many triumphs over it.

In this period the child passes from the age of credulity to the age of doubt. He
begins to want the really true story. The fighting instinct is strong, and the right
kind of literature will help to turn it into right channels. A few suggestions for this
period follow: — A. Robin Hood, edited by Howard Pyle. • B. Otto of the Silver Hand.

C. Men of Iron. D. Days of Bruce. E. Hero Stories of History.

IV. For the nearly adolescent period: — A. Epic stories. B. Any literature in
which high ideals and deep racial emotions are expressed. C. Romance such as Scott's.

D. Fiction such as Tale of Two Cities. E. Poetry, such as Evangeline.

V. Later adolescent period :^A. Higher myths. B. Norse drama given as a whole
with its spiritual meaning. C. Isolated racial stories which have been given as adven-
ture tales should now be gathered into the wholes to which they belong

I. Books on Theory : — A. The Art of the Story Teller, by Ma.ric L. Shedlock. Apple-
ton & Co. B. What to Tell and How to Tell It, hy Edna. Lyman. A. C. McClurg & Co.,
1910. This book takes up the study of a few of the world's best short stories. C. The
Science of Fairy Tales, by Edwin L. Hartland. Walter Scott, London. D. Source
Book of Social Origins, by Wm. Thomas, has an interesting chapter on magic, religion,
and myths followed by an extensive bibliography. The University of Chicago Press.

MATERIAL FOR THE STORYTELLER 421

E. For the Story Teller, by Carolyn S. Bailey. Milton Bradley Co. F. Children's
Books and Readings, by Montrose J. Moses. Mitchell Kennerley, 1907. This book
is interesting and very valuable from the historic point of view. G. Literature in the
Elementary Grades, by Porter L. MacClintock. University of Chicago Press. This is
one of the most valuable books on theory. H. Pedagogy of Myths in the Grades, by
Ezra Allen in Pedagogical Seminary, Vol. 8. I. How to Tell Stories to Children, by Sara
Cone Bryant. This is especially good. J. Child Interests in Literature, by Isabel
Lawrence, in N. E. A. Proceedings ,i8gQ, page 1044. K. Story Telling in Home and
School, by Partridge. Sturgis & Walton. This book helps to an understanding of the
great types of stories. L. Or/gin o/ /^o/^ Ta/ei, by Sir George Cox. M. Mythology and
Folk Lore, by Sir George Cox. N. Fairy Mythology, by Keightley. O. Grimm's House-
hold Tales, edited by Andrew Lang. This has a helpful introduction by Margaret
Hunt. P. Primitive Culture, by Tylor. Q. Aryan Mythology, by Gould. R. Old.
Fashioned Children's Books, by A. VV. Tuer. S. Comparative Mythology, by Max Mueller
T. Fairy Tales, Their Meaning and Origin, by J. T. Bunce.

IL Books valuable for the stories they contain: — A. Stories to Tell to Children, by
Sarah Cone Bryant. B. Some Great Stories and How to Tell Them, by R. T. Wyche.

C. Stories and Story Telling, by Angela M. Keyes. D. Round the Year in Myth and
Song, by Florence Holbrook. E. Easter Stories, by Marie L. Shedlock. F. Ander-
sen's Fairy Tales, translated by Mrs. Edgar Lucas. G. Folk Tales from the Russian, by
V. X. K. Blumenthal. H. Christ Legends, by Selma Lagerlof. Henry Holt, 1908.
I. The Rosy Ring, edited by Kate Douglas Wiggin. Doubleday, Page. Contains
most of the favourite poems of children. J. Golden Numbers, by Kate Douglas Wiggin.
Published by Doubleday.

Poems for older children: — K. Books of Epics: — 1. Translation of Nibelungenlied
by Cobb. 2. Story of Siegfried, by J. Baldwin. 3. Story of Roland, by J. Baldwin.

4. Story of Siegfried and Beowulf, by Ragozin. 5. The Court of King Arthur, by W. H.
Frost. 6. Stories from the Land of the Round Table, by W.H. Frost. 7. Story of Ulysses,
by Agnes Cook. 8. The Kalevala, by J. M. Crawford. 9. Sigurd the Volsung, by
W. Morris.

L. Purposive Stories: — 1. Russian Fables, by Iva B. Krilof. 2. Chinese Fables and
Folk Stories, by M. H. Davis & Chow Leung 3. The Book of Fables, by H. E. Scudder.

M. Primitive stories: — 1. American Negro Stories and Uncle Remus Stories, by
Joel Chandler Harris. 2. Algonquin Legends, by C. L. Leland. 3. Collection o' Indian
Stories, by Schoolcraft. 4. Animal Stories from the Dark Continent, by A. C. Stafford

5. Myths of the Red Children, by I-. L. Wilsor?.

N. Myths: — 1. Greek Myths, by Baldwin. 2. Greek Myths, by Church. 3. Greek
Myths, by KIngsley. 4. Old Norse Stories, by Bradish. 5. Stories of Old Greece, by
Emma M. Firth. 6. Orpheus with his Lute, by Wm. L. Hutcheson. 7. The Younger
Edda, by R. B. Anderson.

HL Books valuable for the classified lists they contain: — A. Lists of Stories and
Programs for Story Hours, edited by Effie L. Power. H. W. Wilson Co., White Plains,
N'.Y. Price 20 cents. B. Graded Lists of .Stories, by Ezra Allen in Pedagogical Semi-
nary, Volume 8. C. Literature in the Elementary CradeS, by Porter L. MacClintock.

D. The Art of the Story Teller, by Marie L. Shedlock.
* These lists are not complete.

422 THE SCHOOL

Reading in the Kindergarten and Primary

(Continued)

ETHEL M. HALL
Ryerwn Critic Staff, Faculty of Education, University of Toronto

THE following is a list of correlated nursery rhymes in which there
is a systematic blending of the old and new:

1. "This little pig went to market". 2. "To market, to
market, to buy a fat pig". 3. "To market, to market, to buy a plum
cake". 4. "To market, to market, a fat pig to buy". .5. "Polly,
Polly, my fat hen". 6. "Little Polly Flinders". 7. "Polly, put the
kettle on". 8. "Little Polly Parrot sat in the garret". 9. "There
once was a mouse who lived in a shoe". 10. "There was an old woman
who lived in a shoe". IL "One, two, button my shoe". 12. One,
two, three, four, five: I caught a fish alive". 13. One, two, how do
you do? 14. "One, two, three, four little ducks". 15. "One, two,
three, I like coffee; Billy likes tea". 16. "One little, two little, three
little Indians". 17. "Three children sliding on the ice". 18. "Cob-
bler, Cobbler, mend my shoe". 19. "Lady Bug, Lady Bug, fly away
home". 20. "Lady Bug, Lady Bug, fly away, do". 21. "I have a
little sister: they call her Peep, Peep". 22. "High up in the sky
shines the great sun". 23. "Humpty, Dumpty dickery Dan". 24.
"Humpty, Dumpty sat on the wall". 25. "Round as an apple: deep
as a cup". 26. "If all the world were apple pie". 27. "In Autumn
when the wind is up". 28. "Each flower holds up a little cup". 29.
"Rain, rain, go away". 30. "The rain is raining all around". 31. "It
is not raining rain to me: it's raining daffodils". 32. "Daffy-down-
dilly has come to town". 33. "Wee Willie Winkie runs through our
town". 34. "There is a man in our town". 35. "Cock crows in the
morn to tell us to rise". 36. "The cock crows to let you know".
37. " Cock-a -doodle-do ! my dame hath lost a shoe". 38. "The dame
made a curtsey: the dog made a bow". 39. "Bow, wow, wow: whose
dog art thou?" 40. "Little Tom Tucker sings for his supper". 41.
"Hark, hark, the dogs do bark". 42. "The dog will come when he is
called". 43. "Come away, Come and play; out in the meadow let
us stay". 44. "A. B. C, Tumble down D". 45. "Jack Sprat could
eat no fat". 46. "Jack and Jill". 47. "Little Jack Horner".

48. "There were two blackbirds sat on a hill. One was called Jack".

49. "What says Cock-a-doodle-do? Up, there's work enough for you".

50. "Work while you work, and play while you play". 51. "Jack, be
nimble". 52. "Little Miss Muffet". 53. "Litde Bo-Peep". 54.

NATURE STLfOY FOR SECOND BOOK GRADES 423

"Baa! baa! black sheep". 55. "Little Boy Blue". 56. "Mrs. Cow
stands at the gate". 57. "The pretty cow all red and white". 58.
"Simple Simon went a-fishing". 59. "Simple Simon met a pieman".
60. "Simple Simon made a snow ball: and brought it to roast". 61. "If
I'd all the money that I could spend". 62. "Ride-a-cock horse to
Banbury Cross". 63. "Have you seen the old woman of Banbury
Cross?" 64. "There was an old woman tossed up in a basket". 65.
"Lady Moon, Lady Moon". 66. "Hey, diddle, diddle, the cat and
the fiddle". 67. "Leg over leg, the dog went to Dover". 68. "Poor
dog Bright". 69. "Old Mother Hubbard" (all). 70. "Dame Trot
and her cat". 7L "This is the house that Jack built". 72. "Old
Mother Goose, when she wanted to wander". 73. "Mother Goose
had a house; 'twas built in the wood". 74. "Sing a song of sixpence".
75. "The man in the Moon came tumbling down". 76. "Hush a-bye,
baby". 77. "Bye, Baby Bunting". 78. "Here is baby's gay little
ball". 79. "I have a little pony; I ride it to the fair". 80. "I have
a little pony; I call her Dapple Gray". 8L "Hickery, dickery, dare".
82. "Tick tock, tick tock, says the little clock". 83. "I love little
pussy". 84. "Pussy cat mole jumped over a coal". 85. "Pussy
cat, pussy cat, where have you been?" 86. "One foot up and one foot
down". 87. "Meow, meow, we pussies use our tongues". 88. "Grand-
father Long Legs". 89. "Little white nanny goat". 90. "Mary had
a little lamb". 91. "Little lamb who made thee?" 92. "Mistress
Mary, quite contrary". 93. Kind hearts are the gardens". 94.
"How many miles to Babylon?" 95. " A diller, a dollar". 96. " Polly
Jones is such a scholar". 97. "See-saw, Marjory Daw". 98. "If I
had all the money that I could spend". 99. "There was a crooked
man". 100. "There was a little man and he had a little gun".

Nature Study for Second Book Grades

PROFKSSOR r,. A. CORNfSH, B.A.
% Faculty of Education, Univcraity of Toronto

THIS month an outline of a course in nature study for the second
form in the Public School is given. It follows the same lines
as the outlines for the fourth and the first forms, which appeared
in the December and January numbers of The School. The references
have the same significance as in the former outlines.

As one topic "Animals of the Park and Zoological Garden" refers
to a field of work that is accessible to a very few of the schools, only two

424 THE SCHOOL

lessons, those on the deer and the bear, are assigned under this heading.
In districts where these animals are not accessible, other lesson topics
may be substituted, such as the alternative ones suggested.

September

(1) 2nd week: Mosquito (Comstock 400-404) ;

(2) 3rd week: Bindweed (Comstock 535-537).

(3) 4th week: Burdock (Comstock 566-569).

October

(4) 1st week: Names of common weeds (Comstock 594-595).

(5) 2nd week: Honey bee (Comstock 445-453).

(6) 3rd week: Collection of fruits of weeds (School, Oct. 1914).

(7) 4th week: The Squirrel (Comstock 233-237).

November

(8) 1st week: The cricket (Comstock 373-376).

(9) 2nd week: Weed seeds (Comstock 594-595).

(10) 3rd week: The dispersal of seeds (School Oct./1914).

(11) 4th week: The beeches (School Dec./1914 and Jan./1917).

December

(12) 1st week: The maples (School, /Dec. 1914, Comstock 736-744).

(13) 2nd week: The ashes (School,/Dec. 1914; Comstock 774-777).

(14) 3rd week: Wandering Jew.

January

(15) 2nd week : Animal tracks (School, /Feb. 1916).

(16) 3rd week: Begonia.

(17) 4th week: Narcissus or hyacinth (Comstock 596-602).

February

(18) 1st week: Mouse (Comstock 224-229).

(19) 2nd week: Rabbit (Comstock 213-217).

(20) 3rd week: Deer or turkey. ^

(21) 4th week: Bear or ducks and geese.

March

(22) 1st week: Germination of bean (Comstock 495-496).

(23) 2nd week: Germination of morning glory (Comstock 495-496).

(24) 3rd week: Germination of corn or wheat (Comstock 495-496).

(25) 4th week : Effects of heat and moisture on germination of seeds

(Comstock 495-496).

NATURE STUDY FOR SECOND BOOK GRADES 425

April

(26) 2nd week: How the squash seed gets out of its skin.

(27) 3rd week: The crow (Comstock 129-132).

(28) 4th week: The bluebird (School, April/1917; Comstock 60-63)

May

(29) 1st week: The meadow-lark (Comstock 84-88).

(30) 2nd week: The trillium (Comstock 506-509).

(31) 3rd week: The violet (Comstock 515-518).

(32) 4th week: The orchard trees — apple, plum, cherry (Comstock

778-781).

June

(33) 1st week: The ground hog (School, June/ 1917, Comstock 229-

232).

(34) 2nd week: Sweet pea (Comstock 649-651).

(35) 3rd week: Cecropia moth (Comstock 330-335).

Topics in the Course of Study and Lessons dealing with each topic.

1. Birds and conspicuous insects. Lessons 1, 5, 8, 27, 28, 29, 35.

2. Animals of the farm, field, and wood. Lessons 7, 15, 18, 19, 20,
21, 33.

• J 3. Animals of the park and zoological garden. Lessons 20, 21.

4. Trees of the farm, the roadside, and the wood; shrubbery and
orchard trees. Lessons 11, 12, 13, 32.

5. Experiments in the germination of seeds. Lessons 22, 23, 24, 25, 26.

6. Weeds and wild flowers. Lessons 2, 3, 4, 6, 9, 10, 30, 31.

7. Care of potted and garden plants. Lessons 14, 16, 17, 34.

F"or the first le-sson in October a copy of the beautifully illustrated
publication, Farm Weeds, issued by the Dominion Department of
Agriculture should be accessible. From its coloured illustrations the
pupils should learn to identify at least ten of the most common weeds.
An excursion for this purpose would be valuable. Each pupil might be
asked to collect and mount the ten weeds which he identifies. For the
lesson of the third week in October, various kinds of fruits of weeds
should be collected and these specimens used later for teaching the
lessfm otj the dispersal of seeds, and also for the lesson on weed seeds.
The plates at the back of the volume Farm Weeds, already mentioned,
will be of great assistance in identifying the weed-seeds.

Lessons 11, 12, and 13, deal with trees. The leaves have already
fallen but can be found under the trees and examined. The winter
appearance of the trees, the character of the branching, the bark, and
the kinds and arrangement of the buds may profitably be studied.

426 THE SCHOOL

Lessons 14 and 16 deal with two common house plants. The wan-
dering Jew shows the propagation of plants by slips and also how roots
can be produced in water. The begonia should be dealt with as is any
flowering plant; a potted' specimen brought from home by one of the
pupils, should be before the class.

Lessons 22 to 26 dealing with seed germination should be experi-
mental. Each pupil should procure a box of earth at home and several
of each kind of seeds should be planted every third day for several weeks;
then specimens showing all the stages of growth should be brought to
school for the lessons.

Rainfall and Vegetation of Europe

JOHN B. BRENNAN, B.A.
Principal, Queen Victoria Public School, Toronto

[In the December issue there appeared the outline of a method on teaching the
geography of a continent from the rainfall map. This article gives an application of
the method to the geography of Europe.]

FACTS to be considered in determining the rainfall of Europe:
1. Europe lies, with the exception of a small part in the north,
in the temperate zone.

2. The prevailing winds are from the west and south-west. These
winds come under the influence of the north Atlantic Drift.

3. The general direction of the mountains is east and west. There
are, therefore, no coastal barriers to prevent the moisture-laden ocean
winds from having a free sweep over the heart of the continent.

4. Because the winds from the Atlantic Ocean are able to penetrate
far into the interior, it is impossible for any considerable area of Europe
to be far removed from conditions of rainfall.

Western Europe is favoured with the heaviest rainfall. As we pro-
ceed inland from the west coast there is a gradual decrease of rainfall
towards the east. This decrease is noticeable even in the Mediterranean
region.

The western and southern slopes of the mountains receive more
rain than the northern and eastern slopes. This has a marked effect on
vegetation. The wet side of nearly all the mountains produces timber,
while the dry side produces grasses.

In the west and north-west, autumn rains prevail, while the eastern
plains receive their most abundant moisture in summer from rains due
chiefly to evaporation. The Mediterranean region depends largely on

RAINFALL AND VEGETATION OF EUROPE

427

winter rains. In summer, owing partly to the conditions that define
the trade-wind zone of the north Atlantic and partly to rarefaction
centering over the Sahara Desert, the prevailing winds blow south-
westward, the result being an increasing drought toward the south,
culminating below the parallel of 40° in almost rainless summers.

428 THE SCHOOL

In summing up, the general statement may be made that in all parts
of Europe, except in south-eastern Russia and the highland interior of
Spain, the rainfall is generally sufficient for purposes of agriculture.

Vegetation.

The vegetation of Europe varies, according to climate, from the
characteristic plant life of the Arctic region to that of the sub-tropical
region of the Mediterranean.

In the tundras of the Arctic region, a region where the surface of the
ground is frozen except for a month or two in summer, are found mosses,
lichens and stunted shrubs on which the reindeer feed. As we pass
farther south we come to the coniferous forests of the sub-arctic regions
of Scandinavia and Russia, cljaracterized by pines and firs, with occa-
sional birches. As we reach the central part of Europe the coniferous
forests gradually pass into the deciduous forests. In this region are
found the oak, birch, beech, ash, elm, and other forest trees and plants
which are familiar in temperate climates. Centuries ago forests covered
large areas of the central part of the continent, but they have been
largely cut down to make room for agricultural crops. Heavily wooded
districts are now confined to the Alps and the Carpathians, Northern
Russia and the Scandinavian peninsula.

In south-eastern Russia and in the interior of Hungary where the
rainfall is scanty, there are large tracts of grassland which grow grasses
chiefly of the fodder variety. These comparatively dry areas are called
steppes and in many parts of them grain cannot be cultivated without
irrigation. Thus the chief occupation of the steppes is the rearing of
live-stock, but where there is sufficient rainfall the steppes grow wheat
most successfully.

In the southern peninsulas, and the Mediterranean coast of France,
the plants comprise the cypress, locust, laurel, holm-oak, cork (in Spain
and Portugal), myrtle, holly, and various evergreens with thick glossy
leaves fitted to stand the dry summers. Among the cultivated trees
are the orange, lemon, olive, fig, almond, and date. The most valuable
plants are the olive and the vine. The mulberry tree is also important
in the silk industry. The chief grains grown in Europe are wheat,
barley, rye, oats, maize, and millet. Russia and France are the chief
wheat-growing countries. The hardier grains such as barley, rye, and
oats, ripen in Russia as far north as 62° and in western Norway up to 69°.
Maize is an important crop in Austria, Italy and Spain. Rice, cotton,
the orange, lemon, and citron, introduced from Asia,. are grown success-
fully in the south.

France, Spain, and Italy are the chief wine-producing countries.

RAINFALL AND VEGETATION OF EUROPE

429

Chief Wind Belts of the World.

Wind is air in motion horizontally. Winds are caused by the un-
evenness with which the earth's surface is heated by the sun. This
uneven heating gives rise to areas of high atmospheric pressure and areas
of low atmospheric pressure. If atmospheric pressure were equal in all
parts of the earth, we should have the physical conditions of a stagnant

CH/ff m/YP BELTS or THE WORLD

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^ot\TH P»Le

Pol ^ m Wf r^a^

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ifj t> rr^ kv/^ s r f ^ lies
r/i L ri & of c fK no e K

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eau^ron

S ou r M e A ^ r 7"/? /-^ o e ^^ •

io'S.

CAC /VS cf Ca P f*. I c o 0\n

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\ \ \ \ \ \ \

^O t. f^ n <^ r r* »S

atmosphere. Differences of temperature and humidity cause differences
of atmospheric pressure. Cold, dry air is heavier than warm, moist
air and consequently exerts a greater pressure. Generally speaking, a
region of cold, dry air is an area of high pressure, a region of warm moist
air is an area of low pressure.

Winds always blow from a region of higher towards a region of lower
pressure, that is to say, from where there is a surplus to where there is a

430 THE SCHOOL

deficiency of air. Thus, if two regions contiguous to each other come
to be of unequal temperature, the air of the warmer region, being specifi-
cally lighter, will ascend, and the heavier air of the colder region will
blow in below to take its place. The same thing applies if the air of one
region comes to be more highly charged with aqueous vapour than the
air of surrounding regions. The air of the more humid regions will blow
in below and take its place. Of this class of winds the sea and land
breezes are the best example.

If someone were to ask the question, "From what direction does the
wind blow in our locality?" we should, no doubt, answer that the
direction of the winds varies; sometimes they blow from one quarter,
sometimes from another. • This is quite true, but if careful observation
of the winds is made for a long time, it will be found that winds from the
south-west are of more frequent occurrence than those from any other
direction. Since this is the general direction of our winds we say that
our prevailing winds are from the south-west. It is by observation that
we are able to determine fairly accurately the direction of and the area
traversed by the prevailing winds, or as they are sometimes called, "The
Chief Wind Belts of the World."
The chief wind belts shown in the accompanying diagram are:

(1) The North-East and South-East Trade winds.

(2) The South Westerlies, north of the Tropic of Cancer.

(3) The North Westerlies, south of the Tropic of Capricorn.

(4) The Polar winds.

Before attempting an explanation of the direction of these winds
it is absolutely essential that the class should understand quite clearly
the meaning of the terms high and low pressure, as applied to the atmos-
phere.

Owing to the great heat in the region of the equator, a belt of low
pressure passes through the equatorial regions quite round the globe.
In this belt the heated air rises vertically and since there is an absence of
horizontal movement of the air, we have a region of calms. This zone
is known as the doldrums or the belt of Equatorial Calms, towards which
from either side of the equator the Trade Winds blow. The air which
constitutes the Trade Winds is supplied from the doldrums.

As the heated air from the doldrums ascends, it divides, part flowing
north and part flowing south. As the northward flow nears the Tropic
of Cancer and the southward flow nears the Tropic of Capricorn, the
air begins to descend, thus giving rise to two areas of high pressure. At
these points, because the air descends vertically, there is an absence of
horizontal movement, and we have two regions of calms — the Calms of
Cancer and the Calms of Capricorn. Part of this descending air at
Cancer flows south, and part at Capricorn flows north towards the

DIARY OF THE WAR 431

equator, giving rise to the Trade Winds. But these being deflected by
the rotation of the earth, blow from the north-east, north of the equator,
and from the south-east, south of the equator.

The South Westerlies north of the Calms of Cancer are part of the
descending air at this point which flows north, but these winds are also
deflected by the earth's rotation and consequently blow from the south-
west.

Similarly, the North Westerlies south of the Calms of Capricorn are
part of the descending air at this point and should blow south, but they
also are deflected and blow from the north-west. The Westerlies are
sometimes called the Anti-Trade Winds.

Of the polar winds very little is known beyond their direction.

Variable winds and breezes which are common to all localities can be
traced to local disturbances of atmospheric pressure.

It is interesting to note that, on account of the direction of the
prevailing winds, west coast lines outside the tropics receive more rain
than the east coast lines, while within the tropics the reverse is the case.
For the same reason north of the Calms of Cancer and sotith of the Calms
of Capricorn, the west end of cities and towns is generally chosen as the
residential quarter, while within the tropics the east end is preferable.

Diary of the War

{Continued from the January number)

|A11 the events of the war, from the beginning, are given in this form in the Special
War Edition and the Supplement.]

SEPTEMBER, 1917.

Sept. 1. British light forces destroy four German mine-sweepers off the coast of
Jutland. Germans cross the Dwina at Uxkull, 18 miles south of Riga,
and threaten the Riga-Petrograd railway. British lose and regain
advanced posts near Havrincourt. Italians increase the pressure against
the Austrians on Mte. S. Gabriele.

Sept. 2. German aeroplanes raid Kent; a few casualties. Riga is evacuated by the
Russians. As a consequence of Russian' disafifection in the Riga sector
the German farces advance rapidly. Italians progress in the Brestovica
Valley. A German detachment surrenders at Kakera, German East
Africa.

Sept. ;{. Germans occupy Riga. German warships penetrate into the Gulf of Riga
and shell villages on the Livonian coast south of Pernau. Air raid on
Sheerness and Chatham; 200 casualties, all naval ratings.

432 THE SCHOOL

Sept. 4. Air raid on London; II killed and 62 injured. German submarine shells
Scarborough; eight casualties. German troops cross the Aa, 33 miles
north-east of Riga. Heavy fighting on the Julian front north-east of
Gorrizia; Italians win positions around Mte. S. Gabriele and take 1,600
prisoners. Nearer the sea they are compelled to give ground near Bres-
tovica, but later re-establish their line. The Trade Union Congress at
Blackpool decides against the Stockholm Conference at the present
juncture.

Sept. 5. More fighting on the Carso; Italians take 700 prisoners. Russians still in
retreat east of Riga: the Dwina line forsaken as far as Friedrichstadt ;
Germans claim 7,500 prisoners.

Sept. 6. British progress north of Frezenbergon the Ypres front and northwest of Lens.

Sept. 7. Italian forces press on northeast of Gorizia; prisoners to date from the
opening of the offensive over 30,000. British advance slightly towards
Lens, but lose ground north of Frezenberg. Russians still retreating,
but increase their resistance to the German advance. Russian Provisional
Government re-introduces the death penalty both for soldiers and civilians;
Moscow and Petrograd closed to foreigners.

Sept. 8. General Korniloff demands from Kerensky the military and civil power of a
dictator. Kerensky refuses his demands and dismisses him. General
Klembovsky is appointed Generalissimo. General Korniloff marches on
Petrograd, which is declared to be in a itate of war. French assault north
of Verdun and carry Chaume Woods; 800 prisoners. British capture
German trenches south of St. Quentin. American Government discloses
the fact that Count Luxburg, the German diplomatic agent in Argentina
using the Swedish Legation at Buenos Aires for the transmission of code
messages, had sent word of the sailing of Argentine ships with the recom-
mendation that they either be spared or sunk without trace.

Sept. 9. General Lukomsky dismissed. German advance into northern Russia

checked. British capture 600 yards of trench southeast of Hargicourt.

. Italians defeat Austrian counter-attack on Mte. S. Gabriele. U-boat

U 293 interned at Cadiz. M. Ribot, after trying for several days to form

a cabinet, retires in favour of M. Painleve.

Sept. 10. General KornilofT's troops reach Gatchina, about 20 miles from Petrograd.
Kerensky assumes a virtual dictatorship. British capture 400 yards of
trench near Villerct. Allied pressure in the Balkans near Lake Ochrida;
150 prisoners. Austrian counter-attack in Southern Carso defeated.

Sept. 11. General Klembovsky joins the Korniloff faction and Kerensky assumes the
position of Generalissimo. Russians make a stand on the Riga-Venden
road. Roumanians are successful at Radaurtz. Austrian assaults on
Mte. S. Gabriele repulsed by Italians. Swedish Government acknow-
ledges the transmission of German code messages, but excuses itself on
the grounds that it did not know the contents or purport.

Sept. 12. Zeebrugge bombed by British airmen. Progress around Lake Ochrida is
continued; 400 prisoners in all. Argentine Government hands Count
Luxburg his passports. M. Painleve forms a cabinet, a Radical and
Radical-Socialist combination, in which he retains the portfolio of War.

Sept. 13. Korniloff's troops surrender and Krimoff, the general commanding, commits
suicide. Generals Russky and Dragominoff restored. Russians press
the Germans back at Segewold, on the Riga-Pskoff road. The Austrians
are forced to withdraw from Husiatyn on the Galician front. Lansing

DIARY OF THE WAR 433

publishes a letter from Herr von Eckardt, German Minister to Mexico,
to Herr Zimmermann, suggesting a German decoration to Herr Folke
Cronholm, Swedish Charge d'Affairs in Mexico, who is acting as a German
agent. Germans repulsed on a front of a mile in an attack at Langemarck.

Sept. 14. General Korniloff surrenders to General Alexieff. British make slight progress
east of Weithoek.

Sept. 15. Great aerial activity on the West front. British make successful raids near
Cherisy and north of Inverness Copse, east of Ypres. Italians take 400
prisoners on the Bainsizza Plateau. British naval aircraft, in an attack
on enemy's shipping between Ostende and Blankenberghe, sink a trawler,
and hit a destroyer amidships with a bomb. The Russian Provisional
Government proclaim the country a republic and entrust the government to a
Council of five under the presidency of M. Kerensky.

Sept. 16. Stuttgart, Colmar and other places behind the German lines are bombed.
Crown Prince attacks at Apremont Forest, but makes no headway.
The heavy air fighting continues on the Western front.

Sept. 17. Air fighting continues.

Sept. 18. M. Painleve makes a speech on France's Peace Terms. Italians capture 200
prisoners in the V'al Sugana, Trentino front. Great artillery activity in
the Ypres sector.

Sept. 19. Enemy checked with great loss east of Riga by Lettish regiments. Great
artillery activity on both sides of the Ypres sector. Germans gain and
lose a footing in a salient near Froidement Farm, Aisne front. The
Argentine Senate demands rupture with Germany.

Sept. 20. British attack on an eight-mile front east of Ypres and take Inverness Copse
Glencorse Wood, Veldhoek, and part of Polygon Wood; over 3,000 prisoners.
German attack on Aisne front southeast of Cerny defeated. Owing to
differences with Kerensky, Alexieff resigns his position as Chief-of-Staff.
The German and Austrian replies to the Pope's peace note published, but
in neither is there any mention of concessions to the Allies' demands.

Sept. 21. British strengthen their new line east of Ypres and repulse all counter-
' attacks. They advance between Langemarck and Hollebeke. Russians
retire from the Jacobstadt bridgehead, 70 miles up the river from Riga;
1,000 prisoners claimed by Germany. Enemy forces in East Africa are
vigorously pursued from direction of Kilwa to the Mbcmkuru River, and
another group in the direction of Lindi.
Heav>' German counter-attacks along the Ypres-Menin road repulsed.
British Belgian coast patrol bombard the naval works at Ostend. General
Doukhonin appointed Russian Chief-of-Staff.
Admiralty announce British destroyer torpedoed by American submarine in
Channel and sunk: 50 survivors. Germans repulsed south of the Riga-
Pskoff road.
Aeroplane raid on London and the southeast coast; 15 killed and 70 injured.

German attack north of Bois de Chaume, Verdun front, repulsed.
Aeroplane raid on the south-east coast and London; 7 killed and 25 injured;
Germans report the loss of one machine. Zeppelin raid on the York-
shire and Lincolnshire coasts; 3 casualties. British warships again
bomb Ostend. The Kilwa column. East Africa, broken up by British
attacks; fresh attacks are made on the Lindi column. Argentine Cham-
ber of Deputies, following resolution of the Senate, votes for immediate
rupture with Germany.

Sept.

22.

Sept.

23.

Sept.

24.

.Sept.

25.

434 THE SCHOOL

Sept. 26. British rennv Iheir advance on six-mile jront east of Ypres. They capture
Tower Hamlets spur, the remainder of Polygon Wood, Zornebeke, and
advance towards Passchendaele; 1,614 prisoners. Kerensky resigns
office on the Bureau of the Petrograd Soviet.

Sept. 27. British improve their position south of Polygon Wood; German counter-
attacks repulsed. German attacks on Aisne a#d in Argonne repulsed.
Naval aircraft attack aerodrome at St. Denis Westrem, near Ghent, and
drop bombs on sheds and 1'5 Gothas.

Sept. 28. German aeroplanes drop bombs on south-eastern counties; two machines
brought down.

Sept. 29. Aeroplane raid on Kent, Essex and London. General Maude captures Rama-
dieh on the Euphrates; over 3,000 prisoners taken, including the Turkish
commander.

Sept. 30. Aeroplane raid on London, Kent, and Essex begun.

OCTOBER, 1917.

Oct. 1. Aeroplane raid on London by four groups of machines; 10 killed and 38
injured. French aviators bomb four German cities. Explosion at a
North of England munitions factory; 10 lives lost. Two British advanced
posts at the southeast corner of Polygon Wood captured in a powerful
counter-attack by the Germans. Russians continue their advance along
the Riga-Pskoff railway. A German force of 200 is forced to surrender
north of the Central Railway, East Africa. Severe fighting also takes
place by the British Forces at Lindi, East Africa.

Oct. 2. H.M.S. DraAe torpedoed off the north coast of Ireland: 19 lives lost. Aus-
trians attack on the western slopes of San Gabriele repulsed. Germans
gain a footing in a French trench at Hill 344, Verdun.

Oct. 3. The British Government decides on air reprisals against Germany. German
attacks between Tower Hamlets and Polygon Wood on both sides of the
Ypres-Menin road repulsed.

Oct. 4. Great British victory in Flanders. Advance on eight-mile front east of Ypres,
Poelcappelle, Broodseinde and the heights overlooking Becelaere together
with 4,446 prisoners taken. German counter-attack partially succes.sful
near Reutelbcek.

Oct. 5. Washington announces that the German raider Seeadler was wrecked on
Lord Howe Island in the Pacific on August 2. French defeat an attack
north of Hill 344, Verdun.

Oct. 6. Great artillery activity in Flanders. A British raid near Broodseinde in-
creases the prisoners to over 5,000. Russians attack at Vashkontz, 25
miles south of Czernowitz, and take 750 prisoners. Uruguay and Peru
sever dij.lomatic relations with Germany.

Oct. 7. M. Kerensky forms a coalition government. Germans driven off in a counter-
attack near Polygon Wood. Spaniards allow the interned German sub-
marine U293 to escape from Cadiz Harbour.

Oct. 9. Allies attack between Passchendaele Ridge and Houthulst Forest northeast
of Ypres, capturing St. Jean, Mangelaere, Veldhoek and over 1,000
prisoners. German Reichstag receives an announcement from Admiral von
Capelle of a mutiny in the German Navy., crediting the Independent
-Socialists with its instigation. Death of Sultan of Egypt.

Oct. 10. French in Flanders extend their gains to the valley of the Corverbeek ; British
retire slightly north of Poelcapclle; prisoners increased to over 2,000.

DIARY OF THE WAR 435

Oct. 11. British Government stops commercial cable communication with Holland
until Dutch Government forbids the transit of sand, gravel and scrap
metals to Germany. Germans attack in Champagne and in Flanders;
both repulsed.

Oct. 12. British again attack along the Passchendaele Ridge in the direction of the
Houthulst Forest; gains are made but heavy rains hamper the attack;
over 1,000 prisoners. Sir Robert Borden forms a coalition (Unionist)
Government. Germans land troops on the Island of Oesel in the Gulf of
Riga; Russians report a German dreadnought runs into a mine-field. A
German attack on the Aisne front results in the temporary occupation
of front line trenches near Hurtebise.

Oct. 13. Germans capture Arensburg, the capital of Oesel, and drive the Russian
forces to Moon Island.

Oct. 14. Naval action in the Sound between Oesel and Dago Islands; one Russian
torpedo-boat sunk and two German torpedo-boats reported sunk and two
others damaged.

Oct. 15. Germans capture the islands of Runo and Abro. British Admiralty announce
mine-sweeping sloop. Begonia, believed lost with all hands, and armed
mercantile cruiser. Champagne, torpedoed and sunk with loss of 5 officers
and 51 men.

Oct. 16. Germans capture the Svorbe Peninsula, and gain possession of the whole
Island of Oesel; 10,000 prisoners claimed. Reval evacuated by civilians
and partial evacuation of Petrograd. American destroyer torpedoed but
reaches port; 6 casualties.

Oct. 17. Russian fleet driven from the Gulf of Riga; one Russian battleship, Slava,
sunk. Moon Island captured by the Germans; .5,000 prisoners. Two
British destroyers, the Mary Rose and the Strongbow and nine Scandi-
navian merchant ships which they were convoying sunk in the North
Sea near the Shetland Isles by German raitjers; 88 lost on the Mary
Rose, and 47 on the Strongbow. American transport Antilles torpedoed
and sunk while homeward bound; 67 lost. British airmen bomb a fac-
tory near Saarbrucken.

Oct. 18. Germans attack unsuccessfully on the Vauclere Plateau, Aisne front.

Oct. 19. Raid by ten Zeppelins over various parts of England. One Zeppelin silently
drifts over London and drops bombs; 27 killed and .53 injured. On
return journey Zeppelins drift over France where 4 are brought down. A
fifth believed lost in the Mediterranean. Dunkirk bombarded from the sea
Armed merchant cruiser, Orama, torpedoed and sunk; no casualties.
United States refuses to send further supplies to Holland or Scandinavia
until satisfied in regard to the consumption, production, and require-
ments of all commodities in these countries.

Oct. 20. Germans capture Dago Island, Gulf of Riga. British submarine in the
fighting sinks a transport and torpedoes a (jerman dreadnought. Ger-
mans report that four Russian vessels are run ashore and abandoned.

Oct. 21. German troops are landed on the Russian mainland at Verder opposite Moon
Island.

Oct. 22. Germans withdraw on a wide front between the (julf of Riga and the Dwina.
Allied troops make successful attack on both sides of the Ypres-Staden
railway and capture part of Houthulst Forest; 200 prisoners.

436 THE SCHOOL

Oct. 23. Great French victory on the Aisne front. Advance towards Laon is over 2
miles. AUemant, Vandesson, Chavignon, and Malmaison Fort taken;
7,500 prisoners and 25 guns taken. Germans retire towards the Ailette
River. Admiralty announce that a British destroyer is sunk as a result
of a collision; 23 saved. Germans bombard the Italian defences around
Tolmino.

Oct. 24. A great Austro-Hungarian offensive under von Below is opened on a front oj
25 miles on the Upper Isonzo. Italian front broken; 10,000 prisoners.
French increase their prisoners to 8,000 in the Aisne drive. Civil evacua-
tion of Kronstadt is begun. British airmen bomb factories and railways
near Saarbriicken.

Oct. 25. Germans cross the Italian frontier and take over 30,000 Italians to date in
their Italian offensive. French drive the Germans across the Ailette
River and capture the village of Parguy-Filain; 800 prisoners. British
cavalry capture four villages near Seres, in Macedonia. In Italy the
Boselli cabinet resigns.

Oct. 26. Brazil declares war on Germany. Austro-German drive on the Isonzo front
reaches the Italian plains. Bainsizza Plateau evacuated; 60,000 prisoners
and ioo guns captured. Allies attack at three points, north, northeast
and east of Ypres; 800 prisoners.

Oct. 27. Fall of Cividale; 80,000 prisoners to date. Franco- Belgian advance north-
west of Houthulst Forest; 200 prisoners. Germans evacuate the Verder
Peninsula, Gulf of Riga. American soldiers on the front line fire their first
shot in the war.

Oct. 28. Gorizia re-entered by Austro-German troops, who debouch on the Venetian
Plain; 1(X),000 prisoners to date. Italians retreating towards the Taglia-
mento River. A German assault on the Verdun front carries part of
Caurieres Wood. Signor Orlando agrees to form a Ministry in Italy.

Oct. 29. Austrians reach Udine; Italian retreat continues. An attempted German
air raid on the South-East counties fails.

Oct. 30. Canadians reach the outskirts of Passchendaele in an attack on the ridge.
Progress made in the Poelcapelle district.

Oct. 31. Italians continue their retreat.

NOVEMBER, 1917.

Nov. 1. Germans abandon twelve miles of positions in front of the Chemin des Dames
French occupy Courtecon, Cerny, Allies, and Chevreux, and their patrols
reach the Aillette River without meeting opposition. Count Hertling
succeeds Michaelis as German Chancellor. Sir Eric Geddes, in the House
of Lords, makes a n important speech on the Navy. Gaza first line defences
on a front of 5,000 yards southwest of the city carried by General AUenby 's
forces.

Nov. 2. The German auxiliary cruiser Marie and ten patrol boats sunk by British
naval forces in the Kattegat between Anholt Island and Cape Kullen.
French occupy all the Chemin des Dames and the ground up to the
Aillette River on a 12-mile front. Italian left wing on the Tagliamento
river is subjected to increasing enemy pressure. A force of Turks,
encountered 85 miles up the Tigris from Bagdad, is forced to fall back on
Tekrit.

Nov. 3. Arrival of French troops in Italy is announced.

DIARY OF THE WAR 437

Nov. 4. Etiemy forces cross the Tagliamento River north of Pinzano and capture 6,000
Italians. Arrival of British troops in Italy announced. The British and
French Premiers, accompanied by Generals Smuts and Robertson, leave
for Italy.

Nov. 5. Allied troops from France reported to be "pouring into Italy". Italians
retreat from the Tagliamento towards the Piave. Turks defeated before
Tekrit.

Nov. 6. Canadians capture Passchendaele and the hamlets of Goudberg and Mossel-
markt, 400 prisoners. British occupy Tekrit on the Tigris. Allenby's
forces in Palestine capture the Turkish lines on the Wadi Khuweilfeh and
Wadi Sheria, 11 miles north of Beersheba. Italian retreat is widened
considerably.

Nov. 7. British forces under Allenby capture Gaza and press on to the Wady Hesi, eight
miles north of the town. In the operation British and French warships
co-operated. German and Austrian forces reach and force the Livenza,
cutting off a considerable force of Italians. Enemy claims the capture of
2$o,ooo prisoners and 2,300 guns to dale. The Russian Maximalists, under
M. Lenin, seize the Parliament building, the State Bank, and the telegraph
offices in Petrograd.

Nov. 8. The Maximalists (Bolshevists) depose the Kerensky government. American
mission under Colonel House arrives in London to take part in the forth-
coming Allied War Conference. British forces withdraw from Tekrit;
Turks withdraw 50 miles northward towards Mosul. Germans occupy
the Aland Islands off Finland.

Nov. 9. Supreme War Council formed among the Western Allies. Its Military Com-
mittee consists of Generals Foch, Cadorna, and Wilson. General Diaz
succeeds Cadorna as Italian Generalissimo. British occupy Askalon;
Turks retreat on Hebron and Jerusalem with loss of 70 guns and 10,000
casualties. Italians reach the Piave. The Austro-Germans try to out-
flank the line by descending from Trentino towards Asiago. Genera!
FayoUe announced in command of French troops in Italy.

Nov. 10. Enemy captures Asiago and Belluno and drives the Italians across the lower
Piave. British gains north and northeast of Passchendaele. Germans
repulsed at Chaume Wood, Verdun, and at Hartmannsweilertcopf. Street
fightingin Petrograd; M. Kerensky approaches the capital with loyal troops.

Nov. 11. Turkish forces in Palestine take up a line covering Jerusalem and Hebron.
Total captures in Palestine to date, 5,894, including 28B officers. Enemy
attacks from Asiago Plateau temporarily checked.

Nov. 12. Mr. Lloyd George, in a speech in Paris, enlarges upon the reasons for the
formation of the Supreme War Council, to the want of which he attributes,
the Serbian, Roumanian and Italian disasters. Enemy establish a bridge-
head across the lower Piave at Zenson, 20 miles northeast of Venice;,
14,000 more Italian prisoners claimed. Italians are forced to evacuate
Fonzaso and part of the Val Sugana, overlooking the Brenta.

Nov. 13. The French Premier announces that the British front in France is to be
extended, and that Britain and France are to be on equal footing in
regard to food supplies. General Allenby drives the Turks to the Wadi
Surar within 8 miles of Jaffa. The junction of the Beersheba- Damascus
line with the line from Jerusalem taken; over 1,500 prisoners. Kerensky's
forces defeated at Tsarkoe-Selo; all communication with Petrograd
stopped. Fall of the Painleve Government in France.

438 THE SCHOOL

Nov. 14. Britishseize the Jaffa railway line at Naaneh and Mansurah. British destroyer
and small monitor co-operating with the Army in Palestine sunk. Kerensky
escapes from Gatchina. Italians hold back the enemy on the northern
front.

Nov. 15. It is announced that the British captures on all fronts since beginning of war
include 166,000 prisoners and over 800 guns; of these prisoners ioi,^j4
have been taken on the Western front since July i, 1Q16. British reach
Ramleh and Ludd, three miles from Jaffa. British capture Chivata,
German East Africa. Italian resistance stiffens.

Nov. 16. Enemy forces attack in large numbers on a 20-mile front from the lower Alps
to Quero, on the Piave; they take Mt. Prasolan and force the Italians to
retire towards Mt. Oappa. They also cross the Lower Piave at Folina
and Fagare, but are repulsed again at Folina; Italians take 1,000 prisoners.
M. Clemenceau forms a French Ministry-.

Nov. 17. Jaffa occupied by British. Five submarines destroyed by British. Fight in the
North Sea between eight cruisers; enemy chased to within 30 miles of
Heligoland; German patrol vessel sunk, one light cruiser on fire, and a
third damaged. Italians destroy the detachment which crossed the Piave
at Fagare. Fighting begins on the slope of Monta Tomba for the last
mountain ridge between the enemy and the Italian plain.

Now 18. General Sir Stanley Maude dies of cholera in Mesopotamia. Enemy captures
Quero, on the Upper Piave, and Mt. Cornelia; Italians in a counter-
attack on the Asiago Plateau capture 200 prisoners. British cavalry
reach Beir-ur-et-Tahta, 12 miles northwest of Jerusalem. Over 260
Germans and 700 .^skaris surrender southeast of Chivata, German East
Africa, making total prisoners during November nearly 3,000. British
patrol vessel torpedoed in the Mediterranean; nine killed.

Nov. 19. Mr. Lioyd George defends his Paris speech. U. S. destroyer Chauncey sunk
in collision in war zone; 21 lives lost. British forces carry Kuryet-el-
Enab, six miles west of Jerusalem. French gain success at Chaume
Wood. m

Nov. 20. British forces under Byng smash the Hindenburg Line on a lo-mile front west
of Cambrai to a depth of 5 miles. There was no artillery preparation;
tanks cut the passage through the German wire. Bonavis, Lateaux Wood
La Vacquerie, Welsh Ridge, Ribecourt, Couillet Wood, Flesquieres,
Havrincourt, Marcoing, Neuf Wood, Graincourt and .'Vnneux taken.
General Dukhonin, the Russian commander-in-chief, replaced by Ensign
Krylenko. Enemy assaults on Mt. Pertica, north Afest of Mt. Grappa
repulsed. Conference between War Cabinet and American Mission at
10, Downing Street.
Nov. 21. British make further advances west and southwest of Cambrai, capturing the
villages of Fontaine, Notre Dame and Noyelles; 8,000 prisoners to date.
French carry a salient south of Juvincourt, Craonne Plateau; 400 prison-
ers. Enemy take Mt. Fontana Secca, between the Brenta and the Piave.
British storm the Nebi Samwil Ridge (Mizpeh), five miles from Jerusalem.
Further German surrenders at Simba's, Kitaugani Valley, East Africa.
Germany announces the widening of the zone barred to shipping.
Nov. 22. Germans retake Fontaine Notre Dame. British line advanced towards
Zandvoordc, southeast of Ypres. British capture the Turkish post of
Tabir, 15 miles from Aden. Russians receive the surrender of 1,600
Turks near the River Diala.

THE WAR IN THE AIR 439

Nov. 23. Canadians gain an important spur between Moevres and Queant. British

advance west of Cambrai.
Nov. 24. British take nearly the whole of Bourlon Wood and village; over 100 guns

to date. General Plumer to command British troops in Italy and Lieu-

tenant-General Marshall those in Mesopotamia. U. S. announces U-boat

sunk by American destroyers in European waters.
Nov. 25. Germans retake Bourlon Wood ; 9,774 German prisoners to date. French

take 800 prisoners in an attack in Samogneux district, north of Verdun.

Italians stop German attacks between the Brenta and Piave Rivers, and

take 800 prisoners near Mt. Grappa. British cavalry at Ain Karim, 3>^

miles north of Jerusalem.
Nov. 26. Lord Rothermere appointed President of the Air Board. British patrols

driven back to the southern bank of the Nahr Auja, near Jaffa. French

carry a strong point north of Hill 344, Verdun front. Italians receive

artillery and strengthen their resistance.
Nov. 27. Allies' Conference assembles i,n Paris. In East Africa an enemy force of

3,522 (Germans and native troops) under Colonel Tafel surrenders near

Nevale. British line advanced towards Bourlon Village and Fontaine

Notre Dame; 500 prisoners.
Nov. 28. Krylenko,the Bolshevist Commander-in-Chief , announces thai the Germans have

consented to begin peace negotiations. Attack on Belgian positions near

Aschhoop repulsed.
Nov. 29. British line advanced west of Bourlon Wood. .i^llied Conference opens in

Paris. Count Hertling in the Reichstag announces that Germany is

prepared to treat with the Bolshevists.
Nov. 30. British repulse strong attacks in the Cambrai region, but are forced to yield

more ground. The Bolshevists lead by 400,000 in election in Petrograd

for the Constitutional Assembly.

The War in the Air

J. O. CARLISLE, M.A.
University of Toronto Schools

1. The History of Aviation.

It is but natural that man, seeing tiie birds fly so easily and grace-
fully over hill and dale, from one end of the earth to the other, should
.seek to emulate the.se feathered creatures, for nothing appeals to the
imagination so strongly as the idea of travelling through the air on some
gigantic bird or perhaps on a magic carpet. Almost all ideas, philo-
sophical, political, and scientific, can be traced to Greek origin, and
aerial navigation is no exception. Daedalus and his son, Icarus, im-
prisoned in the Cretan Labyrinth, made wings of the feathers of birds,
cemented them on with wax and so escaped. But young Icarus, thrilled
with the exhilaration which all "bird men" feel, flew too near the sun,
the wax melted and he "gave his name to a purple sea", the first of a

440 THE SCHOOL

long list of victims of "engine failure". While I refuse to vouch for the
historical accuracy of this story, the idea of aerial navigation is there,
anyhow. Many followed Daedalus, attempting to fly simply by fitting
wings to their bodies and flapping them up and down as the birds do.
Many were the cases of inventors meeting sudden death by casting them-
selves from some high tower or steeple.

Various weird inventions were made in early days, some of which
showed undoubted signs of promise and others which might as well have
been scrapped as useless at the outset. A Jesuit, named Schott, (1608-
1666), said that hen's eggs filled with dew would ascend because dew comes
from the stars and is drawn up again into heaven. The present cost of
eggs makes this idea seem particularly fantastic and useless. The first
record that can be traced by illustration is the scheme of Francis Lana

(1631- ) also a Jesuit, who proposed to construct a coracle afTair with

mast and sail to be raised into the air by four copper spheres each 25
feet in diameter, from which the air was to he exhausted.

We now come to invention of the balloon, the first device which
would really fly. It was the work of two Frenchmen, the Montgolfier
brothers, who in 1783 made a linen globe, 35 feet in diameter, and
inflated it over a smoky fire. When released it rose rapidly and de-
scended in ten minutes, having travelled about one and a half miles.
The Montgolfiers and many who followed them imagined that the bag
rose because of the levity of the smoke, and it was not until much later
that it was recognized that the ascending power was due to the lightness
of heated air as compared with an equal volume of air at a lower temper-
ature. It is interesting to note that the chief desire of the Montgolfiers
was that their invention might be of use to France in her wars and indeed
patriotism has been a powerful element in developing aerial navigation
ever since. In the same year, 1783, J. A. C. Charles, a French physicist,
constructed a balloon of varnished silk which he filled with hydrogen
gas, but so crude were the appliances for making the gas that it took
five hundred pounds of sulphuric acid, half a ton of iron filings, four
days' time and a regiment of soldiers to inflate the bag. In 1783, also,
a human being first ascended in a free balloon from the Bois de Boulogne.
All the features of the modern balloon are due to Charles, who invented
the valve at the top and covered the gas-bag with a net fastened to a
hoop from which the car was suspended.

If France may claim as her own the invention of the balloon, England
is at least the birthplace of the aeroplane. In 1796 Sir George Cayley
constructed a small model consisting of two superposed propellers each
made of four large quill feathers stuck in a cork. These were caused to
revolve in opposite directions by the force exerted by a bent bow (see
Enc. Brit, x, p. 513). This model would rise to a considerable height.

THE WAR IN THE AIR

441

Thus Sir George was in fact the prophet of the heavier-than-air machine
of to-day. If the petrol engine had been invented he would certainly
have been the first man to accomplish a free flight in an aeroplane, for
his tables of wind resistance, stress, lifting force, etc., are surprisingly
accurate.

In point of fact, the first man to make an extended glide in a heavier-
than-air machine was Herr Lilienthal, a German scientist. He built
several gliders with bat-like wings, some single-deck like the present
day monoplane, some with two superposed surfaces like the biplane, in
which he made over 2,000 successful flights. He made one too many,
however, for he was upset and killed by a side gust of wind in 1896. To
an American, named Chanute, belongs the credit of evolving the idea of
giving the machine stability by making the wings movable instead of

Wright's Flying Machine; diagrammatic sketch:

A, B, — Main supporting planes.
C, D, — Planes of horiozntal rudder.
E — Fixed fin.
N.B. — This machine, like all older types, was a '
rear. Most military airplanes are now "tractors",

F — Vertical rudder.

G — Motor.

H — Propeller,
pusher", i.e. propeller was in the
i.e., propeller is in front. Note

also absence of wheels. It had to be launched from a catapult arrangement.

the man. To this period also belong Professor Langley, in the United
States, who made several steam-propelled models which really flew, and
Sir Hiram Maxim, who built an enormous machine in Kent, England.
It was powered with two steam engines developing 363 h.p., butdidn'tfly.

Meantime in America, Wilbur and Orville Wright had been working
silently and patiently and by 1904 they were making flights of thirty
miles or more. Certainly it was strange that these two Americans did
not proclaim themselves to the world until some time after they were
making comparatively long journeys.

About the same time in PVance, Henry F'arman, Louis Bleriot, Leon
Delagrange, and Hubert Latham were making aeronautical history. In
1908 Farman startled civilization by flying a mile, remaining in the air

442 THE SCHOOL

three and a half minutes! Then the shock came. The Wrights emerged
from obscurity and proclaimed themselves the real pioneers of practical
aviation. But no one believed in their claim. France-was particularly
incredulous, for had not Henry Farman flown a mile? And so in 1908
the Wrights journeyed to France. They were received indifferently,
and some French and English papers made caustic remarks anent
American cheek. However, the Wrights were not perturbed: they had
come to fly, not to criticize criticism. So they flew and with a vengeance,
too, for they covered thirty to forty miles at a stretch and put all previous
records in the shade. The machine used by the Wrights consisted of two
slightly arched supporting planes, forty feet long and seven feet wide,
placed one immediately above and parallel to the other, and about six
feet apart. The rudder for lateral steering was eight feet behind the
main planes, while about ten feet in front was arranged a pair of small
elliptical planes which could be tilted or depressed to elevate or sink the
machine. The ends of the main planes could be "warped", i.e., one
depressed, the other elevated, to preserve the stability of the machine
when "banking" on a turn or in a cross wind. The power plant was
a four-cylinder petrol engine developing twenty-four horse power. It
was placed on the lower plane a little to the right of the central line, being
counterbalanced by the driver, who sat a little to the left of the same
line. The whole machine with the aviator weighed about eleven hun-
dred pounds.

Then Henry Farman at once set to work to rehabilitate his country's
aeronautical reputation, and after many failures evolved the Farman
biplane, which easily beat the records established by the Wrights. In
1909, Hubert Latham arrived with his artistic "Antoinette" mono-
])lane. and Louis Bleriot with a machine of his own design. In the same
year the Daily Mail offered a prize of £1,000 for a successful cross-
channel flight. Latham tried, but failed on account of engine trouble
which developed when he was more than three-quarters of the way
across. At 4 o'clock on the morning of the 24th of July, 1909, Bleriot
set out from Calais on the task which had foiled Latham and before
5 o'clock had landed on English soil, having accomplished one of the
most famous flights in history-.

From that time the history' of aviation has been a record of triumphs.
The speed of the machines increased with higher powered motors;
unheard-of altitudes and long-distance flights were accomplished. At
first England took little interest in the new art, and her present com-
parative superiority is the more to be wondered at considering her early
apathy. Still, it was alwtxys thus with the Motherland, and presurn-
ably it will always remain one of the national traits of the Englishman —
to lie at first apathetic, then enthusiastic, and finally unbeatable.

THE WESTERN FRONT, 1917 443

Of course there were many regrettable accidents and, to show how
prejudiced some sections of the public were, the following is reprinted
from the Daily News of no longer ago than August 27, 1913: —

"How much longer are we to be horrified almost daily by these
aviation disasters? If this 'flying' had any sufficient object for benefit-
ing mankind one might be in a measure reconciled to the ever-growing
tale of violent deaths, but apparently aviation is only or chiefly to pro-
vide a new engine of war. . . . The object which aviators have in
view does not justify a continuance of this legalized suicide.
Why should there not be an international agreement vetoing the use
of both air and submarine craft in war?"

The Western Front, 1917

E. L. DANIHER, B,A.
University of Toronto Schools

A Retreat to the
Hinderburg Line

In summing up the results of the battle of the
Somme, it was stated (in the April, 1917, num-
ber) that the full benefits could not be reaped
owing to adverse weather. In addition to this, it has since been seen
that the dwindling of reserves and the break-down of the railway com-
munication behind the front had to some extent been responsible.
German press comments seemed quite optimistic; the Allied offensive
had failed miserably; they would have to start all over again in the
spring, and would find the line they now faced even more formidable.

This tone continued into the New Year, 1917. But, even as these
opinions were being expres.sed, the German higher command was con-
templating a further retirement. By a wonderful effort, Ludcndorflf,
the real dictator of the Teutonic allies, had accumulated during the
winter a new reserve of 1,000,000 men. Half of this force was to be
used for a drive on Petrograd; the other half was held in Bavaria. This
latter move was popularly supposed to be a threat at both Italy and
South F" ranee through Switzerland. Against the British, whose lines
now extended south as far as Roye, he intended, quite wisely, to play a
defensive role, retreating if necessary. Early in the winter the British
and French became active in the struggle for position. In the numer-
ous local operations no striking successes were scored, it is true, but
rather a continuous succession of small ones. The German leaders saw,
looming upon the horizon, the possibility of an earlier retreat than they
had counted on. The tone of the German press suddenly changed; to

444 THE SCHOOL

make the dose more palatable the popular imagination was worked on
to the utmost. There was to be a retreat, but to an impregnable line
in the rear} It was called the "Hindenburg Line", and its various
switch-lines were christened with valour-provoking names such as
Siegfried, Wotan, etc. When it seemed likely that this fiction would
fail to appease a disappointed people, vague hints were dropped of some
great strategic recoil nursed in the wonderful brain of Hindenburg.

The whole thing was "moonshine". The much-heralded line run-
ning from Arras to Laon possessed none of the natural advantages of
the line held by the Germans before the Somme battle. Furthermore,
it was not yet finished, though work had gone on energetically through-
out the winter. Labour had been scarce and the hard-frozen ground
retarded progress. But they hoped to have it finished before it was
absolutely needed! The retreat would be carried out slowly: ample
time would thus be gained!

Owing to the time of year, which necessitated comparative inaction,
and the foggy weather, which precluded accurate observation, much of
the transfer of supplies, guns, and forces was effected before the Allies
were aware of what was happening. To cover their main purpose, the
Germans developed considerable attacks at many other places alon g the
front — at Ypres, in the Champagne, along the Meuse, and in Alsace.
At all these points ground repeatedly changed hands, but all these
engagements were quite subsidiary to the principal purpose. On Feb-
ruary 24th the intention* of the enemy were revealed ; the line west of
Bapaume began to yield. The British pushed forward cautiously, but
many sanguinary struggles took place in the ensuing fortnight. By
March 10th the first stage of the retreat was accomplished : the acute
salient south-west of Bapaume was evacuated, and the temporary Ger-
man line now ran diagonally just in front of that city.

With wonderful speed Haig had his artillery registered in great
strength upon this new position. The Germans seem to have counted
on a breathing spell in which they could further strengthen their present
line of defence. But in a few days it was seen that they would have to
leave a fortified line at which they had hoped to hold up the British for
a month at least. The previous retreat had been slightly before the
scheduled time; the next one would be decidedly premature. The
whole line south of Arras was being closely watched, and on March 17th,
at the first sign of a wider movement, Haig issued orders for a general
advance between Arras and Roye. The French about the Noyon
salient also dashed forward. The retreat now involved a hundred-mile
front, and was going rapidly in spite of all difficulties interposed. Machine
gun emplacements were numerous, and were stubbornly held. Barbed
wire entanglements were intricately constructed so as to form lanes and

THE WESTERN FRONT, 1917 445

mazes. Deceptive bombs and trip-mines were everywhere. Roads
were left as a series of craters; towns and villages as mere wrecks. Much
of this was wanton destruction, as in the case of the chateau of Coucy.
The Germans supposed that in every way and by every means the
country was rendered impassable. But, in spite of all, the British and
French pressed on. In many places cavalry did effective work. The
enemy, forced to retreat so hurriedly, lost much valuable material and
thousands of prisoners. But towards the end of March the resistance
gradually became stiffer. Added to this was the ever-increasing diffi-
culty of carrying forward the lines of communication over a country so
devastated and torn. As the Germans dropped into their previously-
prepared positions, the attack of the Allies was brought to a halt much
in the same way as at the Aisne River after the retreat from the Marne
in September, 1914.

So far Ludendorfl's plans might be thought to have been carried out
successfully. But the fictitious strength of the Hindenburg line was
known to the Allied commanders. Ludendorff considered that the time
lost by being forced too soon through Bapaume had been more than
compensated for by the time gained in laying waste the country in the
path of his pursuers. But, thanks to the Allied engineers and railway
men, his pursuers were right on his heels. The much-boasted "Hinden-
burg Line" was not completed; and yet, after all the talk about it, that
line must be held! So the immense reserve, designed for other pur-
poses, had to be directed to the very prosaic purpose of holding without
fail an intrinsically weak line on the Western Front! Fortunate indeed
was it for the Central Powers that disunion in Russia at this juncture
paralyzed that nation's aggressiveness. The extreme to which Ger-
many and her allies were reduced is indicated by the sweeping success of
the fiash-in-the-pan offensive of Korniloff in July. Could the Russians
have maintained discipline and effectiveness for a few months more, the
war would have ended in 1917, But the defection of the Russian troops,
and the disunion behind them, not only removed all danger to the
Central Powers from that quarter, but actually made it possible for
them to resume in November the postponed attempt upon the life of
Italy.

Note. — At the end of March the French and British found them-
selves in a very strange position. On account of the Russian situation
it was necessary to hold the German forces in the West as much as
possible. And by the same token the possibility of ending the war in
1917 was practically precluded. Under such circumstances the import-
ance of good generalship was greater than ever. Troops were to be sent
in only where they could do most in wearing down the enemy. Surprise

446 THE SCHOOL

attacks and ' separated offensives, for example, would likely serve the
purpose better than a sustained drive like that at the Somme in 1916.
So we see 1917 given over to lunges at the German line, widely scattered
from the North Sea to the Swiss border — Arras and Vimy Ridge, the
Aisne River, Messines, the Champagne, Ypres, Verdun, and Cambrai.
These will now be considered. The struggle began with the retreat in
the middle or Cambrai sector, radiated to both ends of the front, and
then centred again at Cambrai. This simple formula will help one to
follow the story more easily.

{To he continued.)

Public School Music in Ontario

J. BOTTOMLEY, A.R.C.O.

Normal School, Stratford

[In this article the author gives vigorous expression to his views on the teaching of
music in the Public Schools. The School will be glad, in accordance with his
suggestion, to publish the opinions of others who advocate a different method. — Editor.]

THE following questions occur in relation to this subject: 1. Is the
subject of miTsic in our schools really making any progress, or
is it at a stand-still? 2. Are we securing the amount of joy and
happiness, and at the same time the efficiency, that we ought to secure;
or are we doing a good deal of "see-saw" work that leads nowhere?
3. Are the system, the material, and the method we use having any
effect in the houses, the churches, the choral societies, the glee clubs, the
orchestras, the bands, and the lives of the people? 4. Is there to-day
a really sufficient reason why we should have two music languages
instead of one? 5. Is there not a want of knowledge and information as
to the great advances now being made elsewhere? 6. Should the next
five years go by without any progress? 7. Should not all these matters
be freely discussed by those who teach the subject of music in schools?
Why not in the pages of the School?

During the last ten years there has been scarcely arty noticeable
advance in the teaching of music in Ontario, while during the same period
our musical friends across the line have been investigating, debating,
comparing, testing, and publishing set after set of books. They have
really been making great progress in material and methods, and can show
the best of results.

The music taught in school should be a spiritual uplift, and a source
of pleasure and happiness to the children, but this does not seem to be

PUBLIC SCHOOL MUSIC IN ONTARIO 447

the case in our schools. Are not our method and material too much of the
"exercise" type? Is it essential that there should be so much tedious
preliminary drill? Cannot exercises be put into song form? Is it not
possible to lessen the amount of deadening repetition and to introduce
new and beautiful material in the form of songs, of which there is now-
such abundance?

Evidently our present method is not the best that might be used.
For many years the writer was an adherent of the sol-fa system, not
from any love for it, but because there was, in Public School music,
nothing else that was suitable. This is no longer the case; and now,
in view of the splendidly graded staff notation available, it would seem
opportune to dispense with sol-fa music and simplify the whole course by
using only one language of music instead of two.

At the time that John Curwen invented sol-fa, it was necessary and
it did a great deal of good. But after so many years, when some of its
principles have been adopted by staff notationists, and when the staff
music has been laid out according to a simple, pedagogical, and easily
workable plan — an achievement long awaited — surely the sol-fa notation
is no longer necessary.

In the old days the sol-fa people were the only ones who were really
doing anything. Now the tables are turned, and it is the staff adherents
who are advancing rapidly, while the advocates of sol-fa are standing
still, and do not seem to be aware that they are being out-flanked. So
far as the writer knows, there is no sol-fa music on this continent; apart
from that in most of the Ontario schools, and in the schools of one or two
of the cities in Quebec. If children leave school when in the fourth,
. fifth, or sixth grades, they have seen very little staff notation up to that
time. All teachers will agree that the object, ultimately, is to teach the
staff notation. Then why have so much time spent on something else?
Why not get down at once to the real thing?

Any city, town, or school, can dispense with sol-fa and make a fresh
start with staff notation by providing the necessary equipment, which
consists of: First, — The staff painted white on the blackboard (instead
of this staff liners may be used). Second, — Chromatic pitch pipes for
teachers. Third, — The necessary teachers' books for the first year's
work. Fourth, — A good supervisor who knows the new material and
methods or is willing to learn them. The work should begin, for the
first year, in the first grade only, and should be carried on to a higher
grade each year. By this means the scheme would be thoroughly estab-,
lished in a few years. Any teacher who can teach sol-fa can teach staff,
if the supervisor will explain how it is done, and if she will try to teach it.

Should it be objected that a scheme of this sort is unworkable, it is
only necessary to point out that this system is in successful operation

448 THE SCHOOL

V

in scores of cities in the United States and in some cities in Western

Canada.

Of course our present need is a good set of books using staff notation
only. There is also required a teacher's book which will give, clearly
and concisely, outlines of plans for teaching and for drill. The prepar-
ation of such a set of books is a serious undertaking because the music
must be selected with the greatest care and no pains can be spared to
have the clearest possible printing and the very best of grading. The
latest American books, which are the result of many years of gradual
advancement and of which there are no fewer than twenty sets, would
afford valuable ideas for consideration and criticism.

The books now in use were, at the time of their publication, a great
boon to the children of Ontario, but it is now time for a further advance
in keeping with progress elsewhere. At present we have nothing that
our Normal School students can take with them to their rural schools
except the sol-fa book and few will maintain that that is enough to give
them or that it is the best that can be given them.

Shadows

H. E. BICKNELL, A.O.C.A.
Paikdale Collegiate Institute, Toronto

IN a light-and-shade drawing, a good deal of thought must be given
to the treatment of the shadow. A good drawing may be spoiled
if the shadow is carelessly represented. A well-drawn shadow,
although subordinate, may tell us almost as much as the drawing of the
object itself.

What is meant by the term shadow may be seen from the first draw-
ing. A and B are sides of a cube which receive direct light. C receives
no direct light and is said to be shaded. D is a shadow cast by the
object on a horizontal surface. The term shadow should not be con-
fused with the word reflection. The reflection is shown at E. It is an
iniape due to the polished surface upon which the object rests.

VsK ()!• Shadows.

1. Shadows are drawn for the purpose of giving stability to the
objects represented. Without them objects appear suspended in air.
In fact when an artist wishes to create the illusion of a suspended body
he simply omits the shadow.

SHADOWS

449

2. Shadows help to explain the form of an "object. The shape of a
shadow is largely determined by the form of the object which casts it.
In the second illustration a shadow of a tree falls across the front of the
picture while the tree itself is entirely out of the scene. Now we may
tell something of the shape of the tree by observing the shape of its
shadow.

Plate I

3. Shadows sometimes have a very important use apart from their
association with the objects which cause them. In the first drawing we
feel at once that the shadow D is on a flat horizontal surface. Its con-
tour would be entirely different if the object were resting on an undu-
lating or uneven surface. The shadow shows us, then, the position, and
the character of the surface upon which it falls.

450

THE SCHOOL

4. Sffddows tell us the source, character, and distance of the light.
In the same drawing the light is at the left and above the object. It is
at an infinite distance (the sun) because the lines joining F, G and H I
would be parallel. (These lines would diverge if the light were close.)
We also know that the light is fairly intense because the shadow is dark
and has a well-defined edge.

5. Lastly, shadows in a picture may be considered as spots of tone
which help to form the pattern of the composition. They are some-
times essential for the balance of tone. The shadow at the lower right-

Plate II

hand corner of the second illustration was necessary to complete the
composition. Without it the picture loses depth, balance, and bril-
liancy.

The tone of a shadow depends upon the intensity of the light and the
tone of the surface upon which it falls. The only way to learn to repre-
sent correctly the tone of a shadow is by observation and comparison.
There is a little rule which may be of help to some, although strictly
speaking it is only approximately correct, and that is, the shadow of a
white object IS about two tones lower than the darkest side of the object.

SHADOWS 451

The shadow is not a flat tone — although when learning it is, perhaps,
best so to represent it. The centres of shadows are always lighter than
their edges. This is why they are said to be transparent. The farther
away from an object the shadow is, the lighter it will appear. This will
explain why that portion of the shadow at F in the first drawing is
darker than at any other portion. This dark portion is called an accent.

The sharpness of the edge of the shadow will depend upon the dis-
tance of the object from its shadow, the clearness of the light, and the
size of the light. A point of clear light will cause a sharper shadow than
a broad flame. In the drawing, the edge F G loses in sharpness as it
approaches G.

Before leaving this drawing it might be well to notice the dark line
JF. This is not an outline. It is a narrow shadow representing the
tiny opening or crack between the object and its support.

The colour of a shadow will, perhaps, give us more trouble than the
construction of its shape. Its colour will depend on the colour of the
light, the colour of the object, the colour of the surface upon which it
falls, the distance from the observer, and the colours reflected from' the
shadow surface. Out of doors, shadows generally have a bluish colour
because they reflect the colour of the sky above. Notwithstanding all
that has been written about colour, the only way really to see and
appreciate it is through one's own eyes. After the colour has been
determined from careful observation and comparison it will be time
enough to enquire into its cause. A shadow is never black or neutral
grey, and in a coloured drawing should never be so represented. It
always has some positive colour, either warm or cold.

In line shading (pen or pencil), the strokes of the shadow are gener-
ally made in such a direction as to represent the position of the surface
upon which they fall. If the shadow falls upon a horizontal surface a
horizontal stroke is generally used. The teacher should bear in mind,
however, that there' are occasions when this is not at all desirable.

Although shadows must be carefully and correctly represented, it
must be remembered that they are subordinate to the objects which
cast them. If a shadow is made too prominent it will attract more
attention than the object itself. 7 Accordingly, it would be desirable, in
arranging models for study, to place them so that their shadows are not
obtrusive. If the light is in front of the models the shadows will recede
from the observer. Shadows are sometimes suggested merely as dark
masses carefully drawn near the objects, but at a distance fading in
tone and disappearing altogether. This is a common method of sub-
ordination. '

In the third drawing the constructions of a few simple shadows are
shown. For the sake of simplicity, in all these it will be assumed that

452

THE SCHOOL

These figures are not problems in

the light is at an infinite distance,
mechanical perspective.

1. This sketch shows the shadows of a stick when the light is coming
from different directions. The arrow points to the source of the light
in the particular shadow represented.

Plate III

2. In the shadows of the rectangular pyramid notice that the width
of any particular shadow is determined from the size of the base.

3. This method may be used in drawing bottles, jugs, vases and
ceramics of similar construction. The width of the shadow is

DETERMINED FROM THE ELLIPSE.

AN EXPERIMENT IN PHYSICS

453

4. It will be noticed in the cube, as well as in other objects, that the
unseen edges and corners must be worked out before the size of the
shadows may be obtained.

5. It will be helpful to find a point on the ground immediately under
the vertex of each triangle before the shape of this shadow is plotted.
The drawing will suggest the method.

Conditions in the average classroom are such that the pupils seldom
see well-defined cast shadows. An explanation of their construction
may be beneficial even if it serves no other purpose than to prevent the
pupils from making the impossible drawings that we so often see.

An Experiment in Physics

ONE of the requirements in the Course of Study in the Elementary
Science of the Lower School is the following: "Experimental
demonstration of the transmutation of heat into mechanical
energy." This has been a fruitful source of trouble to many teachers
because it has been difficult to find a suitable experiment. The one
outlined below does not require expensive apparatus, has been tried in

the classroom, works well,
and illustrates the princi-
ple clearly. Figure 1
(taken from Thermal Meas-
urement of Energy by Griff-
iths, Cambridge Univer-
sity Press, London; J. M.
Dent & Sons, Toronto)
represents the apparatus.
An ordinary U tube is half-
filled with mercury and is
connected with a small
flask by an ejbow tube.
(A specific gravity bottle
was used instead of the
As the air in it becomes heated the

Fig. 4.

flask;. Heat the flask very gently
mercury in the U tube begins to oscillate and will continue to do so for an
indefinite length of time. As the friction between the mercury and the
glass is overcome at each oscillation a good deal of work is performed
in the course of half an hour, and only the heat of the air is being utilized
for that purpose. The heated air as it expands into the upper part
of the right limb of the U tube forces the mercury down and in doing so

4£4 THE SCHOOL

becomes cool, its heat being converted into mechanical energy that
overcomes the friction. As it also loses heat through the glass, it be-
comes considerably cooled, and the weight of mercury in the left limb
forces the air back into the flask where it is again heated: then the same
process is repeated.

It may be necessary, in order to get the oscillations started, to force
the mercury in the left limb of the tube up and down several times by
means of a lead-pencil.

If the experiment is not successful at first try it again; for with
patience it is sure to succeed. G. A. C.

The January Competition in Art

To be fair to all, it is necessary that the committee of judges abide
strictly by the conditions of the competition. For this reason
many drawings of great merit had to be withdrawn from the
prize list. Either the lettering was not that prescribed or the decora-
tion was not appropriate to the proposed contents of the booklet.
A few general criticisms are given: —

(1) Many treat the subject of lettering as one of minor importance.
In the lettering of a design great care should be taken to have the letters
correctly formed and spaced. Even in those designs which showed
care in following a uniform alphabet it was apparent that a few letters
had not been sufficiently studied. The letters most frequently mis-
formed were S, A, M, and W.

(2) The 'design employed for the decoration of the cover was often
inappropriate, or too fussy, or unbalanced.

(3) In some cases the design was obviously not original.

The first condition of the competition is that the work must be
original. The manual and other books on art should be studied for
suggestions, but the drawings in them should not be copied to be sub-
mitted as one's own work.

The prize winners in Public and Separate Schools are as follows: — ■

A. Forms I and II.

First Prize — Florence Peel, Ryerson Public School, Owen Sound:
Teacher, Miss Helen Shaw.

Second Prize — Helen Merritt, Ryerson Public School, Owen Sound.
Teacher, Miss Helen Shaw.

Third Prize — Jean Green, S. S. No. 4, Nelson, Freeman, Ont. Teacher,
Miss Alice Blanshard.

COMPETITION IN ART

455

Honourable Mention for Merit — Corrigan Pearson, Princess School, Woodstock.
Margaret Reid, Helen Horning, Gladys Fraser, Lillian Harrison, Jack Thomson, Zella
King, Charlie Gentles, Florence Habart, Ina Heighes, Ruth Leonard, Jennie Parks,
Clifford Bassett, Cecil Reid, Norman Horton, Marian Lossing, Ryerson Public School,
Owen Sound. Rob. McCoy, Public School, Rimington, Ont. Annie Wood, Lucy
Dynes, Mary Wood, Winnifred Smith, Harry Shakespeare, Willie Shakespeare, S. S.
No. 4 Nelson, Freeman. Guy Hawke, Nelson Pickell, Annie James, M. Watson,
J. Chalmers, E. Mathews, D. McNabb, Percy Lavery, Morrison Reid, E. Hawke,
Percy Underwood, Evelyn Lee, Ruby Tedford, A. James, Cora Jones, Clayton Taylor,
Gordon Gray, Dufferin Public School, Owen Sound.

I

STMAS

roYS

ChRI STMAS
■rrTOYS.rf

CHRISTMAS
TOYS •

TOYS

^

1

}

{

i^siuv

^.-.

J

J

A. [, — -Florence Peel.

II.— Helen Merritt.

III. — Jean Green.

B. Forms III and IV.

First Prize — A. Cooke, Ryerson Public School, Owen Sound. Teacher,
Mr. W. Douglass.

Second Prize — Herbert Taylor, Perth Avenue Public School, To-
ronto. Teacher, Mr. Edward H. Thomas.

Third Prize — Magdalen Stiegler, Sepat-ate School, Mildmay. Teacher,
Sisttr Petianda.

456

THE SCHOOL

Honourable Mention for Merit— Kma Roach, Elmer Elsie, Wilbert More, G. Beam,
G. Glen, G. Bush, A. Current, Public School. Port Colborne Kenneth Langfield,
R. R. No. 2, Niagara-on-the-Lake. Charlie Paterson, Eleanor McClemont, Harold
Paterson, Marjory Clendening, Nonie Brown, Central School, Hamilton. F. Thomson,
M. Buckley, L. Tobey, Clifford Crecine, Wilbur Barss, Donelda Cunningham, Alfretta
Dean. U. Ramsay, Neil Campbell, H. L. Banks, Bertha Smith, Olive English, Marion
Peel, May Herbert, N. McKay, Marie Christie, Ryerson Public School, Owen Sound.

WINTER TORTS

WINTER^

5P0RTS

1

B. Le/(— Herbert Taylor.

Centre — A. Cooke.

Right — Magdalen Stiegler.

Lily Studd, Emma Vick, Public School, Barrie. Stella Moorcroft, Laura Smith,
Public School, Rimington. Bessie Rogers, Lynedoch Public School. Doris Alton,
Beatrice Pettit, Hazel Dynes, Austin Tuffard, Velma Smith, Ross Almas, S. S. No. 4
Nelson, Freeman. C. Hart, H. Manning, Meda Eraser, D. Robertson, Jack Campbell,
B. Wilcox, Madeline McMeekin, Gladys Best, Barrett Wilcox, Rolland Lavery, Roy
Davies, Eleanor Hawke, Gladys Craig, Susie Ward, Florence Bell, Jeanette Metcalfe.
Vera Fawcett, Louis McMeekin, Harold Tedford, John Simpson, Winston Hilts, Louis

CANADIAN
TREES

C. L^t — Maud Weightman.

Centre — -Grace Rose.

Right — Marion Richardson.

Campbell, E. McDonagh, R. Taylor, Emma Sanard, Mina McCuaig, Margaret Brown,
Alan Carvie, Norah Moore, Harry Barnard, Ella Honsinger, Mary Innes, Karl Scott,
Fred Dowkes, Jack Tizzard, Dufferin Public School, Owen Sound.

The following are the prize-winners in Collegiate Institutes, High
Schools, and Continuation Schools: —

COMPETITION IN ART

457

C. Lower School.

First Prize — Maud Weightman, Collegiate Institute, Brantford.

Teacher, Miss A. M. Matthews.

Second Prize — Grace Rose, High School, Port Perry. Teacher, Miss

L. M. Harris.

Third Prize — Marion Richardson, High School, Whitby. Teacher,

Miss O. Salisbury.
Honourable Mentionfor

Merit — Mary Cwiekala,

St. Anne's Convent,

Kitchener. Irene Spence,

High School, Port Perry.

Alexa Williams, Edward

Welch, M. Hirlehey,

High School, Bradford.

Marguerite Phipps, Car-
rie Dixon, Elva Jackson,

Marjorie Cropp, Mildred

Hargreaves, Collegiate

Institute, Brantford.

May Keams, Euena J.

Taylor, Helen Hughes,

Irene Robson, Alexandra

G i 1 m o r e, Kathleen

Burns, Loretto Day
School, Toronto. R.

Walker, Ruth Campbell,

Guida Burton, Edward
Channen,Irma Robinson,

I. MacLaren, Collegiate

Institute, Barrie. Made-
line Herbert, F. Owen,
A. Cassin, Loretto
Abbey, Toronto. Gert-
rude Mattimoe, Winona
Kime, Gladys Mitchell,
Ethelwyn Smith.'Frances
Shirley, Lillian Senft,
Grace E. Ruttan, laleen
Moore, R. Darden Cronk,
Marjorie Robertson,

Veve Barrickman, Amy
Hislop, High School,
Whitby. Eva Lee, Loy-
ola Dooley, C. Little,
N. M. Gallaher, Marie
Doyle, Margaret A.
Elgie, G. Taylor, Monica
Fleming, Loretto Con-
vent, Guelph. Helen

D. — William Milne. This young artist depicts a familiar scene around
Motherwell and Wishard, Scotland. He has been in Canada only
five years.

y i

iiiin'STniAi
Ain

I.NDUSTP!\].-

D. Left—M. NVIson.

Right — Gertrude Collins.

458 THE SCHOOL

O'Leary, Teresa Howell, Loretto Day School, Toronto. Freda Knights, Sunalta High
School, Calgary, Alta. Mary C. Kelly, Mary Ryan, R. C. Continuation School, Egan-
ville. L. T. Williamson, R. Coon, B. Schrader, Emily Kartzmark, I. Locheed, Alice
Eagle, E. Montgomery, T. A. Sweet, J. Harley, W. Burkholder. M. Wallace, D. Boyde,
Roy C. Tilley, M. Ferries, A. Pringle, T. Mcllroy, F. F. Waddell, Dora M. Widdows,
Stella Brown, K. Fidler, C. Theaker, I. Moncur, J. H. Wagner, Florence Conway,
H. Reid, John Peace, M. Linkert, Reginald Trebilcock, H. Paterson, D. M. Allan,
Ruth Milne, G. Reid, Frederica Thomson, L. Milligan, Ruth Chadwick, C. E. Hobbs-
Webber, M. Puttick, J. A. Patterson, N. Woodruff, J. L. Davidson, H. A. Jefferess,
M. Hastings, L. Marr, G. E. Castle, C. Wakeford, E. Barnett, L. Farson, W. Smith,
Mildred Kent, Collegiate Institute, Hamilton. Florence Keelan, Hilda Hartleib,
Matilda Ruth, St. Anne's Convent, Kitchener. Aletha Durfey, Verna Lewis, Emma
Camps, Margaret Althouse, Continuation School, Winona.

D. Middle School.

First Prize — Wm. Milne, High School, Durham, Ont. Teacher,
Miss Julia M. Weir, B.A.

Second Prize — M. Nelson, Collegiate Institute, Barrie. Teacher,
Miss I. K. Cowan.

Third Prize — Gertrude Collins, High School, Whitby. Teacher,
Miss O. Sailsbury.

Honourable Mention for Merit — -Bertha Carbert, Nellie De Courcy, Mary Walsh,
Louise Longeway, Mary O'Leary, Loretto Convent, Stratford. Clarence Myers,
Collegiate Institute, Hamilton. Muriel Smith, Frances Carnegie, Andrew Mitchell,
Gwendolyn Ball, Ruth Johnston, Jennie Bray, Betty Grove, C. McKittrick, Oakwood
Collegiate Institute, Toronto. Byne Ball, Collegiate Institute, Barrie. Madeline
Smith, High School, Whitby.

Recent Educational Books

(The books listed here have been received from the publishers during the past
month. Reviews of most of them will appear in forthcoming issues.)

Laboratory Manual oj General Chemistry, by Wm. J. Hale. 474 pages. Price $1.50.
The Macmillan Co., Toronto.

General Zoology, by A. S. Pearse. 366 pages. Henry Holt & Co., New York.

An Introduction to Educational Sociology, by Walter Robinson Smith. 412 pages.
Price $1.75 net. Houghton Mifflin Co., Boston; Thos. Allen, Toronto.

The Story of My Life, by Helen Keller. 140 pages. Price 44 cents net. Houghton
Mifflin Co., Boston; Thos. Allen, Toronto.

The Principles of Aerography, by Alexander McAdie. 318 pages. Rand McNally
& Co., Chicago.

College Physics, by A. L. Kimball. 694 pages. Henry Holt & Co., New York.

French A La FranQaise, by Lady Bell and Mrs. Charles Trevelyan. Book I, 64
pages, price lOd. Book II, 95 pages, price Is. Book HI, 90 pages, price Is. Edward
Arnold, London, Eng. A very fine graded collection of French stories for young children.

Ships, Shipping and Fishing, by G. F. Bosworth. 86 pages. J. M. Dent & Sons,
Toronto.

Trade and Commerce, by A. J. Dicks. 94 pages. J. M. Dent & Sons, Toronto.

Keats' Endymion and Other Poems, by W. T. Young. 330 pages. Cambridge Uni-
versity Press, London; J. M. Dent & Sons, Toronto. A good edition, clear type, com-
prehensive notes.

I

RECENT EDUCATIONAL BOOKS ^ 459

A Russian Vocabulary, by R. T. Curral. 128 pages. Price Is. net. Geo. G. Harrap,
London, Eng.

How the Present Came from the Past, Book II, by Margaret E. Wells. 272 pages.
Price 64 cents. The Macmillan Co., Toronto. This is the second of a fine series of
volumes intended to give young children their first ideas of history. Book II deals
with Oriental life. It is well illustrated and very interesting.

Going to School in Animal Land, by Julia D. Cowles, 111 pages. Price 45 cents.
The Queer Little Tailor, by Julia D. Cowjes. 33 pages. Price 50 cents. Just Stories,
Annie Klingensmith. 128 pages. Price 45 cents. A. Flanagan & Co., Chicago. These
three books contain a series of attractive animal stories suitable for children of kinder-
garten age.

The Rebuilding of Europe, by David Jayne Hill. 289 pages. The Century Co.,
New York.

The Socialized Recitation, by Wm. Whitney. 100 pages. Price 60 cents. The
A. S. Barnes Co., New York. Shows how the schoolroom may be made real and natural
and how an atmosphere of pleasurable activity may be produced.

Training the Children, by James L. Hughes. 148 pages. Price 60 cents. The A. S.
Barnes Co., New York. Has chapters on "Coercion" and "The 'Bad' Boy". Teachers
will find this a helpful book.

Reaching the Children, by Henry C. Krebs. 127 pages. Price 60 cents. The \. S.
Barnes Co., New York. Mentions several means of getting the most from pupils.
Is full of excellent suggestions.

The Song Play Book, by Mary A. Wollaston. 61 pages. Price $1.60. The A. S.
Barnes Co., New York. Contains 50 song-plays with music and instructions. For
primary teachers this book should be very valuable.

Junior High School Mathematics, by Vosburgh and Gentleman. 146 pages. Price
75 cents. The Macmillan Co., Toronto. ^

In a Belgian Garden and Other Poems, by F. O. Call. 46 pages. Soldier Poets (Songs
of the Fighting Men). 106 pages. Price 1/6 net. Mary in Me PFood, by Dorothy Kempe.
48 pages. Price Is. net. Erskine MacDonald, Limited, London, Eng.

The Unpopular History of the United Slates, by LIncle Sam Himself. 162 pages.
Price 75 cents net. Frederick A. Stokes Co., New York.

The Flag, by C. P. Band and E. L. Stovel. 85 pages. Price 25 cents. The Mu.sson
Book Co., Toronto. This book is really a necessity in these days because all children
want to know all about the significance of the British flag. How many of us know the
regulations regarding the Canadian Ensign? Teachers will welcome this excellent little
book.

The Flag (in sheet form, folded in cover). Price 25 cents. The Musson Book Co.,
Toronto. This is the same book as the previous one, in form for putting on the wall
of the schoolroom for the use of the children. If used in this way pupils will have an
excellent opportunity to study the flag and its history; they will pore over it at inter-
missions.

Work and Play in Colonial Days, by Mary H. MacElroy. 163 pages. The Mac-
millan Co., Toronto. ,

Live Stock on the Farm, by Wm. Dietrich. 269 pages. Price $1.50 net. The W. B.
Saunders Co., Philadelphia, Pa.; The J. F. Hartz Co., Toronto.

The Science and the Art of Teaching, by D. W. LaRuc. 336 pages. Price $1.20.
Everyday English Composition, by Emma M. Bolenius. 340 pages. Price 80 cents.
Around the World with the Children, by Frank G. Carpenter. 133 pages. Price 60
cents. The American Book Co., New York.

A Good Definition.

In the course of a reading lesson a master received a smart answer from one of his
pupils, though, fxjssibly, the wit was unconscious. In the piece being read occurred the
passage : " The majority of the rivers in Russia are sluggish in their course."

Pointing to the boy who had read, the master said : "What is meant by a river being
sluggish?"

"Why, sir," replied the lad, "it means that it likes to stick to its bed."

(Canaba. fflr (fomr.

lAusU sJaptea fronthe Russian
hy £<LwArd F. Fa» ringer.

t. i.^ -L^i^ -~i u^-i.-^, £..u. r-y

X^, 6U^ ■A**^;, fe^ <i~C eU-ti.- f^JL., »mA ^•', 3>&>

£;(„;^j,_ ,,^M^ ..*^ «^ ^-r-W. «/• t**^ W-L^<....,Ui ;)lfe Jfc*- <i-^

<2_,^i4t ,t6^, If. -L-:rr,.-4rMJ.I.C$.''K-do.j ut com,.

F'rafcful OUT Miiilmg hrlds.

Peaceful our aims ,
But wc bid our pracr dcparl

WSrn peacp bringfth chains
[}lood of our noble ?;irrs.

Voice* of thf dumb,
Awakf. for your hoU5rhold firrs !

Canada, we come.

Sons of the rolling dfcp.

Sons of the pine.
Sons. too. of thy cittrs great.

Sons of the mine.
Glorious our destiny.

Out day but just begun ;—
Then strike, strike for victory •

Canada, we come.

Hints for the Library

I

Greek and Roman Mythology, by W. Sherwood Fox. This book is Volume I of
Mythology of All Races in thirteen volumes, a series editied by Dr. Louis H. Gray, and
published by the Marshall Jones Company, Boston. The work is sold only in com-
plete sets at $6.00 per volume, in buckram. Mythology is the handmaid of literature,
and therefore some knowledge if it is more or less necessary to an appreciative under- •
standing of a great deal of our English literature. As to the real value of mythology
as a subject of study, there may be two opinions; as to the excellence of Professor
Fox's book on Greek and Roman mythology, there can be little room for debate. Pro-
fessor Fox has approached his task in a manner different from the usual in dealing with
mythology. Contrary to the common practice of mythologists. he narrates the stories
of the local heroes before proceeding to the delineation of the divinities. The order of
treatment and general scope of the book are definitely and clearly indicated in the
prefaces. In this respect Mr Fox differs from at least one of the authors prescribed
for the courses in pedagog>-, who, in a prefator>' note, admits that, when he began, he
did not know what he was going to write. Unkind critics might say that he proceeds
to prove it. Professor Vox, however, knew what he wanted to say, and he has suc-
ceeded in treating a in very illunimating way what is usually considered a dry and
intricate subject. He forcibly brings out the relation of myths to early life and religion,
and shows their place in the history of man's development. Myths, as he conceives
them, when their moral significance is properly interpreted, help to prove primitive
unity and solidarity. This book is very readable, and should find a place in the school
library. p. F. M.

Nelson's History of the War, Vol. XVII: Roumanian Campaign. In this Buchan
maintains the high standard set in earlier volumes. Roumania's strategy is clearly set
forth and evaluated. Other events of the autumn of 1916 are included in the same
volume. E. L. D.

Select Treaties and Documents, by R. B. Mowat, M.A. lxiii-|- 147 pages. Price '2^.
net. Oxford University Press, Toronto. This is a collection of "treaties and docu-
ments to illustrate the development of the modern European states system 1815-1916".
The introduction gives a brief but very clear account of those events of the past hundred
years which have affected international affairs. The body of the book contains a very
fine collection of treaties and other documents connected with the formation of the
Triple Alliance and the Triple Entente, engagements of members of the Triple Entente,
international guarantees, the occupation of Egypt, territorial cessions, and the present
war. This book will be exceedingly useful to High School teachers of history, who
would frequently prefer to have the exact terms of a treaty before them rather than a
brief summary in some text-book. c;. M. j.

The Diplomatic Background of the War, 1870-1914, by Charles Seymour, Ph.D.,
Assistant Professor of History in Yale College. xv-|-311 pages. Price ?2.00. Yale
University Press, New Haven. This study "does not profess to be a detailed history of
the diplomacy of the past forty-five years", but "attempts merely to correlate in their
logical sequence the most significant events of recent European history, and to show
how the great disaster was the inevitable result of their reaction upon each other".
In this attempt Professor Seymour is very successful. In a very clear, dispassionate
manner he treats of the formation of the Triple and Dual Alliances, German world
policy, British foreign policy, the conflict of alliances, the Near Eastern question, the
Balkan Wars, and the crisis of 1914. It is particularly interesting to a Canadian to
have British foreign policy discussed as it is. The work is scholarly and judicial; it is
evidently based on a very careful study of the history of Europe since 1870; at the same
time it is so clear and so interesting, that it will appeal strongly to the general reader of
history . The teacher of history, especially the High School teacher of British or Euro-
pean history, will find Professor Seymour's work very valuable. G. M. j.

The Principles of Health Control, by Francis M. Walters. D. C. Heath and Com-
pany, Boston. 476 pages. This is a book of a type that is becoming very common in
the United States. It deals with the laws of health, and there is just enough anatomy
and physiology to make the hygiene intelligible. This is as it should be in a school
text-book. This book covers the same ground as a good many others, and while its
treatment shows nothing very new, nevertheless, it is lucid and can be commended to
Canadian teachers. g. a. c.

[4611

Notes and News

T

'HE teaching profession of
Canada sustained an irre-
parable loss in the death
in action in France, October 26th,
1917, of Lieutenant Howard Vin-
cent Pickering, M.A. Mr. Picker-
ing was on the staff of the Strat-
ford Normal School in 1915 and
enlisted in the 110th Perth Bat-
talion, with which he went over-
seas in 1916 after training at
Camp Borden. He continued his
training in England until early in
1917, when he was attached to the
4th Canadian Mounted Rifles.
While leading his company into
action he was instantly killed by a
shot from an enemy sniper. Mr.
Pickering was a graduate in Arts
of the University of Toronto, and
in Philosophy of Columbia Uni-
versity, New York City. He was
born in Arkona in 1884. After

Howard Vincent Pickering. M.-'V. graduating from Columbia he WaS

on the staff of the Faculty of Education, Toronto, from which he was
appointed to the staff of the Normal School at Stratford. He was a
most popular and efficient teacher and a thorough educationist of great
promise.

His mother, Mrs. W. W. Freel, Winona, and a sister are left to
mourn a devoted son and brother.

A memorial service was held in Winona on December 14th, 1917, in
the Methodist Church, of which he was a consistent member. A fitting
memorial will be erected in the Stratford Normal School, which was
honoured with his service as a teacher and glorified by his sacrifice on
the field of honour. S. S.

As noted in the January number, arrangements are being made to
hold, during Easter week, the second annual Reunion of former students
of the Faculty of Education, Toronto. Full particulars will be given
in the March issue of The School.

1402i

I

NOTES AND NEWS 463

.There appeared in the recent New Year's honours the name of
Major George A. Cline, D.S.O. Major Cline, who is a member of the
staff of the Faculty of Education, University of Toronto, had been
honoured previously by the French Government with the Legion of
Honour, Croix de Chevalier.

Lieut. Charles \V. Boulding, a veteran of Vimy Ridge, has returned
and has taken up his duties on the staff of the Toronto Public Schools.

R. G. Graham, B.A., principal for more than twenty years of Gananoque
High School, has accepted an appointment in the Dominion Civil Service.

Roy F. Bennett, B.A., formerly of Guelph Collegiate Institute, has
been appointed to the staff of the High School at Oshawa.

Vincent P. Murphy, principal of the Public School at Odessa, Sask.,
has enlisted in the Royal Flying Corps and is now taking the pilot's
course at Deseronto. ' *

Further news of the class of 1916-17 in the Faculty of Education,
University of Toronto, is as follows: — Miss Marion E. Trout is at
R. R. No. l.Unionville; Miss Winifred J. Munro is at Poole, Ont.; Miss
Helen Cowie, B.A., and W. M. Hugill, B.A., are on the staff of Moose
Jaw Collegiate Institute; Chas. E. Toll is teaching near Blyth; Miss
Elva W. Manning is at Auburn; Miss Ruby A. Sutcliffe has charge of
the junior room in AUenford Public School; Miss Lila G. Ruse is prin-
cipal's assistant in King George Public School, Hamilton; Miss Elva M.
Pearson is teaching primary work in Ealing Public School, London;
Miss Bessie M. Bowie is teaching Second Book classes in Isabella Public •
School, Fort William; Miss Edith E. Beattie is principal's assistant in
Strathcona Model School, Hamilton; Miss Pearl M. Taylor is teaching
at Varna; Miss Mildred E. Harley is at R. R. No. 1, Princeton; Miss
Isabel Anderson is Principal of Mount Albert Public School; Miss
Esther A. Henry, B.A., is on the staff of Comber Continuation School;
Miss Grace D. Bennett is at R. R. No. 5, Mount Forest; C. J. Thorns,
B.A., is on the staff of Oakwood Collegiate Institute, Toronto.

Miss Edith I. Adams, formerly of Essex, is now on the staff of Bath
Continuation School.

Of last year's class in Stratford Normal School additional news is
as follows: — ^Miss Flora Reith is at R. R. No. 2, Denfield; Miss Elsie A.
Wallace is at Lucan; A. F. Thaler is near Elmwood.

Miss Alice V. Crawford is on the occasional staff of Toronto Public
Schools; Miss Beatrice Christian is at Hockley; Miss V. Abernethy is
at Thornton. These are graduates of last year's class in Toronto
Normal School.

Additional news of the class of 1916-17 in Peterborough Normal
School is as follows: — Miss Ruth Curtis is at Cambray, Ont.; Miss
Caroline Lawrence is teaching near Brooklin.

464 THE SCHOOL

Miss Winnifred Bunting, B.A., formerly of Dundalk, has accepted
an appointment to the staff of Regina College.

A large deputation of dentists from all parts of Ontario, accom-
panied by a number of inspectors of Public Schools and representatives
from Women's Institutes, recently waited on the Government of Ontario
to urge upon them the necessity of rural dental inspection throiighout
Ontario. The Government promised very careful consideration of the
suggestion.

A copy of the first issue of Soft Diet, the journal of the returned
soldiers in Whitby Military Convalescent Hospital, has been received
at this office. It is a neat little magaizne, well edited and well printed.
The editor, Norman L. Burnette, was formerly on the staff of Port
Arthur Collegiate Institute, but has been engaged for the last two years
in the re-education of returned soldiers.

Manitoba

Major D. M. Duncan, M.A., assistant superintendent of schools,
has been elected President of the Winnipeg Canadian Club.

Mr. J. Triggerson, B.A., formerly of the University of Manitoba,
is now on the staff of the St. John's Technical High School, Winnipeg.

Captain J^ H. Mulvey, B.A.-, has, since his return from the front,
been in charge of the Principal Sparling School.

The Winnipeg tea.chers contributed about $1 ,000 in aid of the " French
Wounded Emergency Fund."

The Lord Nelson School, being erected on the corner of McPhillips
and Aberdeen Streets, Winnipeg, is to be a fire-proof, six-roomed unit
of what will eventually be a 24-roomed school. The cost of the first
unit is to be ?()0,000.

On the loth and 16th of November, some 105 teachers of Inspector
Parker's Division met in convention at the Bannatyne School, St. James.
The programme was a varied and practical one. The principal officers of
the association are: — Hon. Pres., Inspector E. D. Parker; Pres., Mr.
E. A. Ross, of Britannia; Vice-Pres., Miss C. A. Dehaney, of Sturgeon
Creek; Sec.,-Treas. Miss J. Morton.

The eighth annual convention of Miniota, Hamiota and Blanchard
Trustees' Association was held on Tuesday, Nov. 20th, in the Hamiota
Public School. A progressive programme was presented. Mr. Isaac
Pitblado, K.C., of Winnipeg, gave a very instructive address on "The
University as Related to the Educational System of the Province".
Among the resolutions were the following: (a) To have the Manitoba
Agricultural College given in charge of the Department of Education
rather than of |he Department of Agriculture, aiming particularly at
college extension work in the Public Schools, (b) A motion approving

NOTES AND NEWS 465

the policy of consolidation of schools. (c) That it "is expedient for
the general good of the community, and especially the children attend-
ing the schools, that the Bible become part of the Public School course,
and that definite portions be set for examination, in which it will
be necessary for each student to secure a pass". The principal officers'
for the coming year are: — Hon. Presidents, J. Murray, Wm. Iverach ;
Pres., W. C. Eraser, Hamiota; Vice-Pres., R. Lynch, Arrow River;
Sec't, J. B. Morrisop, Hamiota.

Alberta

R. H. Liggett, formerly principal of schools at Redclifif, has been
appointed Inspector of Schools. It is expected that Inspector Liggett
will take the place of Inspector M. E. LaZerte, who has enlisted in the
78th Battery.

W. Patrick, '17, and R. R. Caldwell, '15, both Camrose Normal men,
are at present at Deseronto in the Royal Flying Corps. A. M. David-
son, '17, and J. T. Auld, '15, will join them early in the New Year.
Other Camrose men who are going with the first draft are C. M. Becker,
of Camrose, and P. I. Becker, of Bardo.

Mr. Ferguson has resigned the principalship of the Stettler High
School to take a position as assayer in a mine in B.C. The assistant-
principal, Mrs. Evans, has also resigned. Mr. Ferguson is succeeded
by Mr. Larue Smith, of Coronation, and Miss Isobel McVittie, who has
just graduated from the Camrose Normal School, gets the position of
assistant-principal.

New appointments on the Calgary staff are Miss M. Osborn and
Miss C. P. Fowler, of Calgary, Miss F. E. Hall, of McMurch, B.C., and
Miss M. B. Russell, of Redcliff.

Miss E. M. Graves, who has been for the past four years on the
High River staff, resigned at the end of last term and was married on
January 3rd to Mr. Dysce Allan, manager of the Vulcan Trading Co.
Miss B. M. Faskin, of the High River staff, also resigned at the same
time and was married on December 28th, in Prince Rupert, to Mr. G. W.
Dryden, of Anyox, B.C.

Lieut. Frank J. W. Fane, a recent graduate of Camrose Normal
School, has returned to his home in Edmonton after being very severely
wounded at Lens in August last. Concerning his conduct on this
occasion the O.C. writes as follows: "His conduct was of the very
highest order. He was first wounded in the legs and couldn't stand
up. The Germans were countering, and nothing would do but Frank
would have someone put him on the parapet and give him a rifle. He
carried on till wounded a second time. His example of devotion to
duty and courage added a great deal to the success of his company in

466

THE SCHOOL

carryiflg out its appointed task in the operations". Lieut. Fane is con-
valescing rapidly and will shortly be completely restored to health.

Pte. Kenneth Keill, who went overseas with the 151st battalion
and was later severely wounded, has returned to Canada and is now in
attendance at Queen's University.

The Institute of Technology and Art in Calgary has been handed
over by the, Department of Education to the Hospitals Commission to
be used as a school for the re-education of returned veterans.

. Q.^Ti,,k Si>,J.

Flight-Lieut. Harold T. Noble was killed in action in France late in
September. He was a graduate of Camrose Normal in 1915, and went
overseas early in 1916. After taking part in several engagements he
won the Military Medal at the Somme and in May joined the R.F.C.
His machine was hit by enemy air-craft and in the resulting crash
Lieut. Noble was killed.

Miss Margaret Irving, of Edmonton, has recently joined the staff
of the Camrose High School, taking the place of Miss Kaulbach, who
took a similar position in Wetaskiwin.

Mr. ¥A. McConnell has been appointed to the principalship of the
High River Public School. Mr. McConnell held this position a few

Continued on page 468

THE SCHOOL

467

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McK

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Beauty of Skin and Hair

Nothing will do puch wonders in .keeping the skin clear and
healthy, full of youthful radiance as Princess Skin Food. It
feeds the skin, nourishes the tissues wasted and dried by ex-
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ing to directions, will round out hollows in face and neck.^and
will give firmness to flabby muscles. Every woman can
preserve her good looks by using Princess Skin Food. ^,-^

Princess Hair Tonic, Princess Dandruff Cure and Hiscott Hair
Rejuvenator are requisites for preserving and beautifying the
hair and keeping the scalp healthy and the hair from falling
out. Examination and Consultation FREE.

Princess Skin Food - - _ _ . $1.50

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Hiscott Hair Rejuvenator - - . . $1.00
Princess Dandruff Cure - - - - 11.00
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Carefully packed and sent carriage prepaid to any post office
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sent prepaid on receipt of five dollars by Express Money
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packing and postage. Booklet *'G" sent on request.

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S'Jii COLLEGE ST.

TORONTO

When writing advertisers, please mention THE SCHOOL.

468 THE SCHOOL

years ago with entire satisfaction, but resigned to go into farming in
Saskatchewan.

Shortly before Christmas, at the home of the bride in Edmonton
Charles C. Bremner, of North Battleford, was married to Miss Car-
michael. Mr. Bremner is a graduate of the University of Alberta of
the class of '15. In the fall term of that year he took his professional
training at the Camrose Normal, after which he received his appoint-
ment on the staff of the High School at North Battleford.

Recent resignations from the Calgary staff are those of Miss M.
McCallum, Miss E. M. Wright, and Miss Margaret Kennedy. Miss
Mabel Mcllmoyle, who has been spending the last year on leave of
absence at her home in Bobcaygeon, Ont., has also resigned.

Flight Commander A. M. Shook has had leave of absence recently
and has been revisiting friends in Alberta. Mr. Shook graduated from
the Camrose Normal in the spring of 1914. He enlisted in the Royal
Naval Flying Corps in the fall of that year. He has been very success-
ful, being rapidly promoted until he is now a Flight Commander. In
addition he has received the Croix de Guerre from the French Govern-
ment and the M.C. from the British. Mr. Shook rejoined his command
shortly before Christmas.

Dr. Geraldine Oakley, of Toronto, has been appointed examining
physician for the Calgary schools.

Dr. J. C. Miller has been appointed to the position of Chief Inspec-
tor of Schools, succeeding Mr. J. T. Ross, B.A., who was recently ap-
pointed Deputy Minister.

Signaller H. M. Ford, formerly Principal of the Practice School in
Camrose, who, was wounded at Vimy Ridge, has been pronounced unfit
for further service overseas and is now at his home in Toronto.

The annual fair of the school of the Rimbey Consolidation was a
function of great interest. In addition to the regular lines of school
work there was a striking exhibit of vegetables from one school which
had successfully operated a school garden during the summer. The
winning school got as its prize a large Union Jack, which was presented
by Inspector Dwyer at the evening meeting.

E. W. Stutchbur>', who has been teaching for the past year in the
neighbourhood of Medicine Hat, has assumed charge of the school at
Islay for the year 1918.

A short time ago the Cowley school had its first annual school fair,
which was a success beyond every expectation. There were 65 exhi-
bitors representing Cowley and five other districts. So pleased were the
patrons of the fair that it is now proposed to organize a board of directors
and make of it a permanent annual event.

Continued on page 470

THE SCHOOL

469

A FIFTEEN-DOLLAR LIBRARY

of

BOOKS ON DOMESTIC SCIENCE

For Elementary and High Schools
FIFTEEN BOOKS FOR FIFTEEN DOLLARS

The books in this library, if bought separately, would cost twenty
dollars. The regular editions of all are supplied in this library at
fifteen dollars. We will prepay expressage to any railroad point in
Canada. The books included are as follows :

The Boston Cooking-School Cook Book, by Fannie M. Farmer; Table
Service, by Lucy G. Allen; Food and Cookery for the Sick, by Fannie M.
Farmer; Food Study, by Prof. Mabel T. VVellman; Markating and House-
work Manual, by S. Agnes Donham; The Candy Book, by Alice Bradley;
The Up-to-Date Waitress, by Janet McKenzie Hill; With a Saucepan
Over the Sea, by Adelaide Keen; a Book of Entrees, by Janet McKenzie Hill;
Practical Food Economy, by Allice Gitchell Kirk; Cakes, Pastry and
Dessert Dishes, by Janet McKenzie Hill; Food Preparedness in the United
States, by Charles O'Brien; Canning, Preserving and Jelly-Making, by
Janet McKenzie Hill; First Principles of Nursing, by Anne E. Manning;
The Mothercraft Manual, by Mary L. Read.

LITTLE, BROWN AND COMPANY

34 BEACON STREET, BOSTON, MASS.

The Easiest Arithmetic

and the quicktist way to Kt-'t at an

Eighth Grade Review

CONTEST ARITHMETIC

By F. f,. CORREL >ni> M. E FRANCIS

It is new. It is to the point. It
gives the speed and accuracy tests.
It contains problems involving all
the operations. The common
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470 THE SCHOOL

Quebec

The first short course for teachers intending to teach in rural schools
in the Province of Quebec ended on December 20th, when 39 students
received elementary diplomas. The following have received appoint-
ments:— Miss Alma G. Bisson, Cape D'Espoir school, Gaspe County;
Miss Mary E. Bisson, Cape D'Espoir School, Gaspe County; Miss
Edna L. M. Burns, Birchton', Que.; Miss P. S. Cameron, Papineau-
ville, Que.; Miss Margaret I. Cullen, Calumet, Que.; Miss S. I. Fair-
service, New Richmond, Que.; Miss Myrtle W. Fry, Franklin Centre,
District No. 4; Miss E. J. Goodfellow, Shawville, Que.; Miss Jennie
H. S. Grady, Cedars, Que.; Miss Ruth I. Hcaly, South Roxton, Que.;
Miss R. G. Jacobsen, L' ause au Beaufils, Gaspe County; Miss Gladys
M. Pepler, Municipality of Pinehurst and East Greenfield; Miss Vera
M. Piper, Aylmer Academy, Aylmer, P.Q.; Miss Evelyn B. Smith,
Rawdon, Que.; Miss Charlotte E. Steele, Grand Cascapedia, Que.;
Miss D. D. M. Thompson, Island Brook, Que.; Miss B. H. Tozer,
Rock Forest, Que.

Saskatchewan

To a certain extent the Gary method has found favour in Saskatche-
wan. In South Weyburn, for example, there is a school conducted
after this system which was thrown open for investigation to the teachers
attending the convention. Miss Bennett inaugurated the work at this
particular school, a work which has met with conspicuous success. And
although this teacher is no longer connected with the^chool, the machin-
ery operates smoothly and well. Inspector Kennedy brought a number
of trustees and visitors into the school to observe the children at work;
and, although there was much talking among the investigators, the
pupils from the smallest to the largest went about their duties with
apparent interest and vim, paying no attention to the interlopers.
Here we have an experiment that is well worth while and that will bear
watching in Saskatchewan. — W. W. Swanson, in Canadian Courier,
Nov. 24lh, 1 917.

During the autumn term eight school fairs were held in the Wey-
burn inspectorate, six of them under the direction of the Rural Educa-
tion Associations. These Associations have been organized for the
year with the following presidents and secretary- treasurers: — Rural
municipality 37 — D. Dalgleish and P. W. Hayward, Goodwater; R. M.
38 — R. Leslie and W. A. Beatty, Radville; R. M. 65 — Cameron Camp-
bell, Forget, and T. J. Reid, Stoughton; R. M. 66— Bert A. See and
Olive Ferguson, Griffin; R. M. 67— F. W. Smith and A. M. McDermott,.
B.Sc, Weyburn; R. M. 68— W. W. Flower and Miss McEldury, Tros-

Continued on page 472

THE SCHOOL

471

NEW HISTORY MAPS

AMERICAN

Prof. Albert Blshnell Hart of Harvard University.
Prof. Herbert E. Bolton of University of California.

EUROPEAN

Prof. Samuel B. Hardixg of Indiana University.

ANCIENT

Prof. James H. Breasted of the University of Chicago.
Prof. Carl F. Huth, Jr., of the University of Chicago.

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472

THE SCHOOL

sachs; R. M. 96 — J. Harvey Love, Huronville, and S. R. Carruthers,
Creelman; R. M. 97 — Donald Muir and Leonard Rusk, Yellow Grass.
There is a central executive of which Bert A. See, of Griffin, is president,
and the other presidents are members. The completeness of the organ-
ization of. these associations indicates a determination to grapple effec-
tively with the problem of rural education.

On December 14th the R. E. A. of R. M. 67 gave a concert, at which
gold, silver and bronze pins, medals and cheques were awarded as
prizes in various competitions. James A. McBride, of Weyburn, con-
tributed $100 to be awarded to the winners of the swine contest, and
has provided the same amount for a similar competition next year.
This year's prize winners were Stella Peterson, who made 92 points
(possible 100) and received a cheque for $30; Herbert Thompson (80
points), cheque for $25; Helen Mitchell (70 points), cheque for $20.

The class in history had been called and the teacher asked her young pupils how
many wars England had fought with Spain.
"Six," one little boy promptly replied.
"Six!" repeated the teacher. "Enumerate them, please."
"One, two, three, four, five, six," said the little boy with cheerful confidence.

HOME
STUDY

Arts Courses only.

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Writo for Catalog

HI ,')
Vol. VI. TORONTO, MARCH, 1918 No.

' ' Recti cultus peciora roborant "

Editorial Notes

„ The Toronto Faculty of Education offers three

Summer ^ r- , ■

_ . important bummer Courses this year.

Sessions. t^ i , , j

lo the teachers who are graduates in arts it

offers instruction in one-half of the subjects of the courses for the degrees
in Pedagogy. The call for the educational exf)ert was never so loud
■ as to-day. These degrees have now become one of the hall-marks of the
^educational expert in Canada.

To teachers otherwise qualified it offers instruction in most of the

subjects of the special course for Public School Inspectors in Ontario.

The demand for Inspectors is now above normal. The work of the

Inspector is attractive and becomes steadily more so. But the supply

jf inspectors declines. Why not seek an Inspector's certificate?

To Faculty Entrants and University graduates who hold Second
"lass certificates, and have taught successfully for three years, and are
thus exempt from attendance during the regular session it offers instruc-
tion in the more important subjects of the course for First Class pro-
fessional (grade B) certificates. The many advantages of a First Class
certificate under the new Regulations should make this offer particularly
attractive. -

If any one of these three courses interests you, write at once for
further information.

_, _ . . There have been manv changes in the school

The Ontario , . , „ .,.-,, , ,

_ ,, n A_^ subjects of (Jntario during the last decade. New

College of Art. . . , , ,.,,,-

subjects have been introduced; old subjects have

been renewed. No subject has come more quickly to the forefront than
art. In the form of drawing it was an old subject. In the form of art
it has been so transformed as to be in reality a new subject. In its
new form it aims, like music or literature, to equip all pupils with a noble
source of joy throughout life. As a method of expression and, therefore,
as an instrument of culture it is not inferior to any of the other school
subjects. Indeed "to know and love a beautiful picture is a liberal
education". And then in its application to modern industries it is
indispensable. Without it the Canadian artisan will be confined to the
coarser and more brutalizing trades; with it he need call no foreign work-
man his master.

[ 473 1

474 THE SCHOOL

The progress of the Ontario schools in art is due primarily to the
wise provisions of the Department of Education. It prescrilies \'ery
suggestive and practical courses in art for all elementary and secondary
schools. To encourage better equipment and more extensive courses
it offers generous grants to boards and teachers. It gives special thought
to the training of teachers of art. The art courses of the training schools
of Ontario reveal many evidences of this careful thought. But the best
evidence is probably the Ontario College of Art.

The Department of Education suggested, and by Provincial Statute
effected, the founding of this College. Since the founding the Department
has never ceased to care for it. In the lean times that came with the
war it did not hesitate to come to its rescue. And the Department^
and the Province — have their reward. Out of the College of Art have
come during the last five or six years the teachers — and the spirit — which
have transformed the art instruction of Ontario. What this has meant
to the pupils of Ontario every teacher knows. What it will mean to the
industries of Ontario no one dare prophesy.

„ . , In the world of business there is a saying that

„ , . the large salary is paid to the man who secures

signatures "on the dotted line." That is, that the
monetary rewards go naturally to the one who brings in the money.
Others in the same organization may spend as much, or more, time
and energy but, unless their efforts result directly in bringing money
into the firm's coffers, their salaries are not so large. This condition is
due to the universal misconception of the meaning of the term " producer."
The manager of a commercial institution produces manufactured articles,
another employee produces sales of these articles and the payment giv-en
them bears some ratio to the amount of production. The farmer pro-
duces food and receives payment in direct proportion to the amount
produced. The physician produces health for his patients, the lawyer
produces favourable court decisions for his clients, and both are rewarded
accordingly. What does the educationist "produce"?

The teacher produces citizens qualified for their work as such. But
the finished product is not available for so many years after the raw-
material has been received and so many teachers usually have a share
in each individual process of production that the work as a whole does
not usually receive the appreciation it deserves. For the dull bo3''s lack
of progress the onus is usually laid on the shoulders of the teacher, but
if the bright boy advances rapidly his success is attributed to his own
natural talents and rarely, very rarely, to his teacher's skill. For these
reasons, the teacher is not popularly regarded as a producer and his remun-
eration is not proportionate to his real contribution to the social welfare.

EDITORIAL NOTES 475

Fortunately, the many changing conditions of these last few jears
seem likely to bring a new recognition of the importance of education,
a new realization of the necessity for many improvements in educational
systems and, as a result, a new economic status for the teacher. In
England, "the cardinal reform in education must be the increase in
teachers' salaries." And this same reform is an absolute necessity in
Canada. Not merely because teachers should receive increased pay-
ment for their services, but because increased salaries will mean better
teachers and better teachers will mean better work in every department.
Larger salaries will keep good teachers in the profession and will en-
courage them to improve their academic and pedagogical attainments;
larger salaries will attract and hold competent instructors.

From- an educational standpoint, real tragedies occur almost daily on
account of inadequate salaries. Instances there are of important
(positions that cannot be filled by the right men and women because the
fsalary offered is no inducement to those properly qualified by personality
and by professional equipment. There are other cases of teachers who
have been eminently successful in certain posts and who are not retained
[because the remuneration cannot be made equal to that available
elsewhere. In the so-called "higher" educational sphere such occur-
rences are not rare but in rural education they constitute practicall>- the
prevailing condition. How often it happens that a board of rural
trustees will not retain the services of a teacher who has done exception-
ally successful work merely because an additional hundred or two
hundred dollars is the obstacle! To each ratepayer the increase would
mean only" a few cents and would be a thousand times outweighed by the
advantage of retaining a competent and experienced teacher for a
continuous service of several years.

Not many teachers realize the immense amount of labour that is
required of the county inspector. His hours are long; his holidays are
few; his correspondence is voluminous; reports interminable form part
of his ordinary routine of duty. Yet he must travel long distances
in all kinds of weather, visit his schools, bring inspiration, guidance, and
counsel to his teachers. For this and much other work his salary is
comparatively meagre. Recently the maximum salary for inspectors in
Saskatchewan has been raised to $2,400 and an expense allowance
of $780. Some say that Saskatchewan "sets the pace" in its treatment
of inspectors; for verification of this claim the necessary figures are nor at
hand. Perhaps the future will bring, in all Provinces, an increased
salary and also office help for each inspector so that time needed for
professional reading and for educational planning will not be spent on
work that a stenographer might do.

476 THE SCHOOL

That the amount of money spent on education in this country is
entirely inadequate every thoughtful person will admit. In England,
in war time, $16,000,000 of 'new money' has been secured for higher
salaries and pensions for teachers in elementary schools and over
52,000,000 for teachers in secondary schools. Is any 'new' money in
sight in this Dominion? For two years the Government of Ontario has
been collecting a special tax of one mill for war purposes. When the war
is over, might this taxation be continued and the proceeds used for
educational purposes? The winning of the war is now our paramount
national business. If, when the conflict is ended, we are to regain what
has been lost by the ravages of war, if we are to build up a really great
nation, education will be the nation's chief business and will be worthy
of expenditures similar to those now devoted to the purposes
of war.

„ . In a class of forty pupils there were the usual

_ ,,. number of good, average, poor, and apparently

' hopeless spellers. After marking several sets of

examination papers in various subjects and deducting the usual mark
for each misspelled word, the teacher decided that spelling needed more
attention, that a, complete review of the work done during the term
must at once be undertaken. Though this took a great deal of time and
many tests, it produced little change in the general spelling in other
papers. The time of the good spellers had been wasted on words al-
ready known, while the poor and the hopeless had bkmdered on through
a terrifying maze of words, familiar and otherwise. It did not occur to
the teacher that there might be an easier and less wasteful method.

On the teaching of spelling a great deal of time has been and is being
spent. And yet any business man who wishes to take a fling at our
educational methods remarks (and with some basis for his statement)
that the schools are not really producing good spellers.

Many teachers compile, or have compiled for them, a list of the
words which each pupil habitually misspells. To a considerable extent
these lists overlap. The errors common to many then receive special
attention and those peculiar to individuals are made a very personal
matter. In this way difficulties are cleared up with a minimum expendi-
ture of time and energy.

In these days of surveys, might it not be profitable to investigate
some of the routine classroom work to see whether time can be saved in
little things? In this field there are many opportunities for new dis-
coveries. A few economies might give a different aspect to the much-
abused "overcrowded curriculum".

DEVELOPMENT OF THE IMPERIAL CONFERENCE 477

. - . All too rarely is the unusual pupil found in the

.. classroom. When found, he is so frequently sup-

' ■ pressed and discouraged because of his deviations

from the accepted order of procedure that his tribe decreases. And yet
this old world needs, about as much as it needs anything, people who
think original thoughts and do original things. In the stress of class-
room work the teacher is apt to resent the numerous and the discon-
certing questions of the unusual pupils. While the ordinary boy or girl
quietly recites the names of the oceans, the 'peculiar' boy interrupts
the lesson with, "Please, sir, why do we speak of the Arctic Ocean .^
On ^he globe it seems to be a rather small body of water lying between
North America and Asia. It looks more like the Mediterranean Sea
than like the Atlantic Ocean. Should it not be called a sea?"

The teacher's first impulse is to make a forcible request that this
boy sit down and learn his lesson as it was taught him. A prominent
lawyer in a Canadian city was, in the initial stages of his education,
severely thrashed because he asked why two and two make four. There
has been too great an inclination to try to make alt pupils think the same
thoughts in the same way, to run them all through the same educational
mould, to bring them all to the same dead level of uniformity. And then
how everyone mourns the absence of originality, the lack of initiative,
the scarcity of real thinkers! By every possible and legitimate means the
unusual boy should be guided so that his natural love of activity will
spend itself to the greatest advantage. He is not a nuisance; he is a
'find'! If properly directed he will be a credit to his teacher and to

^B himself. It is the teacher's privilege to bring to view the latent beauties

^Hof the diamond.

I

•i

The Development of the Imperial Conference

(Continued from the January number)

G. M. JONES, B.A.
Facility of Educatioa, University ot Toronto

London, 1902. — Soon after the conference of 1897 the South African
war broke out, and for three years the attention of British statesmen
was centred on that struggle, which had led the colonies for the first
time to go seriously to the aid of the Motherland. While the conflict
was still raging, Canada showed her desire to strengthen trade relations
with Great Britain by increasing the preference on British goods to
3^% on July 1st, 1900. Only a few months later, January 1st, 1901,

478 THE SCHOOL

the Australian colonies strengthened the Empire by uniting in the new
Commonwealth of Australia. At the same time, however, two colonies,
Jamaica and Newfoundland, were trying to establish such reciprocal
trade arrangements with the United States as would have interfered
seriously with Mr. Chamberlain's plans for inter-imperial free trade.
The tirne seemed ripe for another conference, and, moreover, a fitting
occasion was at hand, since the colonial premiers would be in London
in 1902 for the coronation of Edward VH.

On this occasion the colonial premiers were accompanied by other
ministers, but the latter were allowed to take part in discussions only
when their special departments were concerned. Canada was repre-
sented by Sir Wilfrid Laurier and Messrs. Frederick Borden, Fielding,
Mulock, and Paterson.

In his opening address Mr. Chamberlain urged the paramount
importance of strengthening the bonds of the Empire, and proposed
three subjects for their consideration: "I say the paramount object is
to strengthen the bonds which unite us, and there are only three prin-
cipal avenues by which we can approach this object. They are through
our political relations, in the first place; secondly, by some kind of
commercial union; in the third place, by considering the questions
which arise out of Imperial defence. These three great questions were
considered at the last conference, and I think it is clear that they must
form the principal subject of our deliberations on this occasion, and.
indeed, of those of any future conferences which niay afterwards be
held."

Mr. Chamberlain believed that imperial federation was feasible, but
he preferred an imperial council. He urged the desirability and import-
ance of a system of inter-imperial free trade. And, finally, he appealed
strongly for adequate colonial participation in the defence and govern-
ment of the Empire. "Gentlemen, we do want your aid. We do
want your assistance in the administration of the vast Empire which is
yours as well as ours. 'The weary Titan staggers under the too vast
orb of his fate'. We ha\'e borne the burden for many years. We think
it time that our children should assist us to support it, and Whenever
you make the request to us, be very sure that we shall hasten gladly
to call you to our councils. If you are prepared at any time to take
any share, any proportionate share, in the burden of the Empire, we
are prepared to meet you with any proposal for giving to you a corre-
sponding voice in the policy of the Empire".

The question of defence came up first. Lord Selborne, First Lord
of the Admiralty, urged that Great Britain was bearing more than her
share of the burden of naval defence, and that the colonies should
supply not only more money, but men for the navy. Moreover, he

DEVELOPMENT OF THE IMPERIAL CONFERENCE 479

objected strongly to the policy of confining the Australian squadron
within prescribed waters.' The military- needs of the Empire were
presented by Mr. Brodrick, Secretary of State for War, who proposed
that each colony should maintain a thoroughly trained expeditionary
force at the call of the Imperial Government for service abroad. He
suggested that one-quarter of the colonial forces should be of this
character.

The results of these proposals must have been very discouraging to
the British ministers. Australia and New Zealand agreed to give
£240,000 a year towards the cost of an improved Australian squadron.
Cape Colony agreed to give £50,000, and Natal £35,000 towards the
general maintenance of the British fleet, and little Newfoundland was
willing to pay £3,000 for a drill-ship and a branch qf the Royal Naval
Reserve. Canada offered nothing, as she was contemplating the estab-
lishment of a local naval force. Great Britain got only half of what
she wanted for the navy; and she fared still worse with regard to the
army, for Australia and Canada successfully opposed Mr. Brodrick's
proposal on the ground that the establishment of such special expedi-
tionarv' forces "under the absolute control of the Imperial Government
was objectionable in principle, as derogating from the powers of self-
government enjoyed by them".

The colonial representatives were not reddy to accept such a system
of inter-imperial free trade as Mr. Chamberlain suggested, but they
were anxious that Great Britain should assist in establishing a system
of Imperial preferences by remitting the war duty of one shilling a
(juarter on wheat and the corresponding duty on flour. Because of
the opposition of the Chancellor of the Exchequer, the British Govern-
ment refused this concession, and maintained that the Canadian prefer-
ence was of no great value to Great Britain, since Canada still main-
tained a protective tariff'. No general agreement was possible, but the
President of the Board of Trade persuaded nearly all the premiers to
agree to recommend to their parliaments certain preferences on British
goods.

The only reference to the question of political relations, after Mr.
Chamberlain's opening address, was a resolution in favour of holding
conferences at regular intervals of not more than four years. The
colonial repre.sentatives wished to turn the conference into a recognized
and regularly organized means of consultation, but nationalist feeling
was too strong in both Canada and Australia to permit the adoption
of Mr. Chamberlain's scheme for an Imperial Council.

Many subsidiary matters proposed by the colonies were discussed,
but little was accomplished with regard to them. Once more Mr. Cham-
berlain had been unsuccessful in bringing about a reorganization of the

480 THE SCHOOL

empire, and his ill-success had been partly due to Great Britain's unwil-
lingness to offer any preference to colonial products. This led him in
1903 to resign his post in the Government in order to lead an agitation
for such a system of tariff reform in Great Britain as would enable her
to ofTer trade advantages to her colonies, and thus to lay an economic
foundation for a closer and a more permanent union of the colonies with
the Motherland.

London, 1907. — The conditions under which the conference of 1907
met were very dilTerent from those of 1897 and 1902. Not only was
Mr. Chamberlain no longer Secretary of State for the Colonies, but the
Unionist Government had been replaced by a Liberal one, thoroughly
committed to free-trade and not at all convinced of the necessity for a
more highly centralized government for the Empire. Sir Henry Camp-
bell-Bannerman, the new Prime Minister, Lord Elgin, the new Colonial
Secretary, and other ministers represented the British Government.
Sir Wilfrid Laurier and Messrs. F. Borden and Brodeur represented
Canada. Among the other colonial representatives the more promi-
nent ones were Mr. Alfred Deakin of Australia, Sir Jospeh Ward of
New Zealand, Dr. Jameson of Cape Colony, and General Botha of the
Transvaal.

Three main questions came up, all of which had been discussed at
previous conferences. With regard to the constitution of the conference
it was decided that an Imperial Conference should meet every four years,
that a permanent secretariat for the conference should be provided by
the Colonial Office, and that subsidiary conferences might be called on
special occasions, or for the discussion of special topics. Thus was the
colonial conference changed into an imperial conference with a definite
constitution and with arrangements for regular meetings.

Once more British ministers urged greater colonial participation in
defence. Mr. Haldane wanted an expeditionary force in each of the
self-governing colonies, an imperial general staff, and an exchange of
officers. Lord Tweedmouth wanted contributions in kind for the navy,
preferably in submarines. This time less was secured than at the two
last conferences. The plan for an imperial general staff was approved,
but the staff was to be advisory only. New Zealand, Cape Colony, and
Natal agreed either to continue their contributions to the cost of the
navy, or to supply ships; but Canada made no proposal, and Australia
announced her determination to create a navy of her own.

On one subject the colonial representatives were unanimous. They
all supported a resolution moved by Sir Wilfrid I^aurier, urging the
British Government to grant "in the United Kingdom preferential
treatment to the products and manufactures of the colonies, either by

DEVELOPMENT OF THE IMPERIAL CONFERENCE 481

exemptions from, or reduction of, duties now or hereafter imposed".
Mr. Deakin supported the resolution in a speech that took up more than
a whole session, and he was ably supported by others; but the British
Government was utterly opposed to the proposal, and Mr. Asquith,
Mr. Lloyd George, and Mr. Churchill all presented elaborate arguments
to show that Great Britain could not grant a preference to the colonies
without unduly enhancing the cost of food and of raw materials for
manufacturing. Of course, the British attitude defeated the proposal.
The British Government had once more refused, even more resolutely
than before, to be drawn into any system of preferences that would
interfere with her system of free trade.

Although, on a number of subsidiary questions, important decisions
were reached, the results of the discussion of the three main topics were
very disappointing to men of the Chamberlain school of thought. An
Imperial Conference had been established, but in it the representatives
of the colonies now met as delegates of national governments, not as
members of an imperial parliament, or an imperial council. Almost no
progre.ss was made in imperial defence. Finally, an impasse had been
reached with regard to trade within the Empire.

Naval Conference, 1909. — During the early years of the 20th
century great changes were taking place in the relations of the European
nations. At the opening of the century the chief continental powers
were grouped in two rival alliances. The triple alliance of Germany,
Austria and Italy had been, formed in 1882 and the dual alliance of
Russia and France had been openly acknowledged by 1897. As a
result Great Britain was isolated. She was a member of neither alliance
and was on bad terms with both France and Russia. But a great change
was brought about during the reign of Edward VII, and partly through
his influence. In the first place, an entente was established with France,
fireat Britain was to have a free hand in Egypt, and France a free hand
in Morocco. Then, partly through the influence of France, Great
Britain and Russia were led to settle all their differences in Asia, and
thus make possible the triple entente between Russia, France, and
Great Britain. But Germany viewed these rapprochements with mis-
givings, and not only continued to press her claim to a place in the sun,
but built a larger and larger fleet to protect her commerce and to assure
her position in WellpoUtik. The first serious clash between Germany
and her rivals was over Morocco in 1905, when she forced the calling"
of the Algeciras Conference to settle the rights of France and Spain in
Morocco.

German naval rivalry at last alarmed Great Britain so thoroughly
that in the spring of 1909 Sir Edward Grey told the Commons that the

482 THE SCHOOL

British navy would have to be rebuilt. Such a pronouncement from a
cabinet which had been markedly non-imperialistic, and was interested
primarily in schemes of social and political reform, startled the colonies
and called forth immediate offers of colonial assistance. As a result of
these evidences of the desire of the Dominions to assist in an emergency,
the British Government summoned a subsidiary conference to consider
naval defence. Mr. Winston Churchill expressed the decided preference
of the British Government for a system under which all parts of the
Empire would "contribute according to their resources and needs to the
maintenance of the British Navy"; but the Dominions preferred local
navies under local control in time of peace, and finally entered into a
agreement to build local fleet units.* Canada and Australia were to
supply one each, mainly for use in the Pacific. Great Britain was to
supply two units for the China and East Indian stations, and New
Zealand was to build a dreadnought.

Australia and New Zealand proceeded at once to carry out their
part of the agreement, and their ships helped to round up German
cruisers in 1914. Great Britain for some unexplained reason failed^ to
establish her two units in the Pacific. Canada altered her plans, and
had only begun her fleet, when the Liberal Government of Sir^W'ilfrid
Laurier went out of power in 1911.

The Indian Head Public School Garden

W. J. STEVENSON.
Inspector of Schools, Oxbow, Sask.

THE Indian Head Public School garden is one of the largest and
most definitely organized projects of its kind in Saskatchewan,
and is representative of the progress and present status of school
gardening in this Province.

While attempts had been made towards the utilization of the school
grounds for teaching this subject as early as 1910, lack of space and of
enthusiasm had tended to nullify the efforts. In 1914, howexer, a
definite project which would give opportunity for individual work on an
adequate scale by every pupil of the eight departments was broached by
the Principal. The project involved considerable expenditure for new

* A fleet unit consists of a battleship and its attendant cruisers and small craft,
"The Borden-Churchill correspondence has furnished the latest estimates of the cost
of Dominion fleet units. Judging by these figures, Canada could maintain one fleet
unit at an inclusive charge of not more than £1,000,000 a year".— JeW, The Britannic
Question, p. 2$7, 1913.

THE INDIAN HEAD PUBLIC SCHOOL GARDEN 483

property, labour, and ecfUipment; consequently, both the public and the
board had to be educated as to the value and the necessity of the proposed
programme. Articles were published in the local paper, and the co-
operation of the editor, the inspector, the trustees, and sympathetic
citizens was enlisted, and finally, in the fall of that year, it was decided
to purchase three fifty-foot lots near the school for a school garden.
The Trust Company holding the property selected, when informed of the
purpose of the board, charged only a nominal price for the property,
although it was located within two blocks of the Post Office. The
trustees, feeling that the spirit of the community was behind the project,
have since met every expense involved, for fencing, labour, equipment
and seeds for the garden, and printing and prizes for the exhibitions.

The garden, approximately 150 ft. square, was divided into 400 plots
on the municipal plan, each b]4 by 4>^ feet, and these were numbered
as sections, townships and ranges, the location stakes being placed in the

I I 1 I I I I M' '

northeast corner of each "section". The paths, each two feet wide,
corresponded to the roads of the municipality, one section apart east and
west and two sections apart north and south. This permitted the junior
pupils to work as partners, while the senior pupils each had a double
plot. Certain plots across the front of the garden were grouped, with
the roads closed, as community plots or experimental plots. A roadway,
ten feet wide, ran through the garden from the gate to the rear, and a
border six feet wide for perennial flowers and trees was left around the
four sides. A circular ornamental flower plot, ten feet in diameter,
surrounded by a narrow path and a border of kochia was laid out in the
centre of the garden.

Early in March of each year the pupils are assigned their plots, and
the plans for the season '.s work are developed. The pupils are allowed a
certain latitude in selecting their vegetables or flowers from lists previously
determined and each pupil prepares his planting plan. Questions in
arithmetic, such as determining the amount of seed required by each

484

THE SCHOOL

pupil and for the whole garden, are a practical feature of this work.
When the total amount of seed is determined the list is submitted to the
board, and, as again illustrating the community interest, the seeds have
been either donated by local firms or supplied at actual wholesale cost.
The seeds are received in bulk and are measured and divided among the
pupils, the actual calculation and measurement, as far as possible, being
done by the pupils. The designing, constructing, and printing of the
seed envelopes by the pupils furnishes a further interesting class exercise.
The actual laying out of the garden into individual and class plots
according to the prepared plan again calls for careful and accurate work
in measurement by the older pupils.

Equipment — Indian Head Public School Garden

Lessons in the proper preparation of the soil, measuring, marking,
planting, and cultivation are given according to a carefully prepared
plan in the various classrooms, previous to each respective operation in
the garden. The "why" receives equal emphasis with the "how", and
observation and reasoning are encouraged at every stage, while the need
of system is emphasized. In preparing directions and suggestions for
the teachers, the various government bulletins are utilized, and advantage
is taken of the experience of the neighbouring Government Experimental
and Forestry Farms as well as of practical gardeners in the vicinity.

While each pupil culti\-ates such vegetables and flowers as are
practical in his or her individual plot, larger plots are reserved as "com-
munity gardens" for the growing of the more difificult or wide-spreading
vegetables or flowers. Experimental plots are also utilized for the
growing of grain under various conditions of planting, cultivation, and

THE INDIAN HEAD PUBLIC SCHOOL GARDEN 485

fertilization. The primary grades have community plots of their
"ver>' own", in ■^hich, however, most of the work has to be done by the
older pupils.

Several plots have been utilized for the growing of trees from seeds
and from cuttings, following the directions and bulletins of the Govern-
ment Forestry Station. The border surrounding the garden was summer-
fallowed according to the directions issued by the Forestry Station to the
farmers of the Province, and several hundred trees were also planted by
the older pupils according to these directions on Arbor Day of 1916, the
actual work being undertaken only after the bulletins and directions
had been carefully studied in the schoolroom.

Actual practice as it should be carried on in the home gardens and
farms, and as far as possible under similar conditions, is the aim of all this
work. The seed grain is cleaned, tested, and treated for "smut" in the
classroom. The potatoes are also treated for "scab" before planting.
All garden plants required for transplanting are grown in the classroom,
although these could easily be obtained from the neighbouring Experi-
mental Farm.

During 1917, in harmony with the Government appeal for "Pro-
duction and Thrift", the individual plots were largely restricted to such
^•egetables as from experience the teachers and pupils believed would
find a ready sale at good prices in the vicinity. The flowers were con-
fined to separate class plots, but these plots were so arranged along the
main road as to give a vista of beauty and harmony.

During the growing season the individual plots are judged in June
and again in September, being scored on the basis of general appearance,
freedom from weeds, freedom from blight, rust, smut, etc., vigour and
uniformity of growth, cultivation and care during the summer. Two
prizes, donated by the board, are given to each of the eight departments.
Representative farmers act as judges, thus relating the school and the
community. The double judging is aimed to encourage attention to the
plots during the two months' vacation, but owing to the general exodus
of the parents and children to "Lake Katepwe", ten miles or more north
of the town, during this period, it has been found necessary to supplement
the individual care by employing labour during the vacation.

The study of insect pests, such as the cabbage-butterfly and the cut
worm, and means for their control, and the identification, habits of
growth, and means of eradication of the common weeds has proven
practical and profitable, mainly because a direct incentive to their study
has been presented in the garden itself. The study of the soils, fei^ti-
lization and conservation of soil moisture, has also proven practical and
valuable. The garden has furnished abundance of material for art,
constructive work, elementary arithmetic and language work. The

486 THE SCHOOL

collections of weed seeds, weeds, leaves, flowers, plants, butterflies,
insects, and soils have proven iateresting, as hav"e the weather charts,
flower charts, bird charts and school garden records.

The culmination of the season's work is the annual exhibition of the
products of the garden and the co-related school work. Here parents
and trustees are brought into close touch with the school and its activities,
and a more cordial spirit of co-operation and sympathy has been the
direct result. No money prizes have been granted to the pupils, appro-
priate badges having proved sufficient rewards of merit. War condi-
tions have assisted towards this end, the pupils feeling that all proceeds
should be used for Red Cross or patriotic purposes. All products are
sold by auction, and the total proceeds of the sale as well as the ad-
mission fee or voluntary offering are used for these purposes. All in-
cidental expenses are met by the school board — that is, the community
of ratepayers.

While up to 1917 the work outlined above had been of a purely local
nature, it was then felt that the time was ripe for extension, and the
neighbouring rural school districts were invited to co-operate with the
town school in behalf of rural education. The response was unanimous
and enthusiastic, and a strong "Rural Educational Association" was
formed. A decided impetus was given to school and home gardening,
the prominent citizens of the community were directly identified with the
work, and new lines of rural education, such as boys' and girls' clubs and
stock-judging classes were formed. The community and the schools
are now more closely related as a direct result of the school garden
movement.

The Value of Drawing

ALFRED HOWELL, A.R.C.A. (London)
Central Technical School, Toronto

{Concluded from the January and February numbers.)

THE cultivation of the memory through drawing would induce a
greater taste for art. More people are hopelessly at sea in
matters pertaining to art than in other things because the obser-
vation has not been sufficiently cultivated to retain the beautiful things
seen, such as lighting effects, colour harmonies, arrangements, costume,
character, any particular arrangement, or the colour scheme of a room,
changes in atmosphere and their effect upon landscape.

THE VALUE OF DRAWING 487

When one has a well-trained memory, a journey, a view, a fine sky,
a great work of art, a monument, instead of making an indefinite im-
pression are indelibly stamped upon the brain with almost the accuracy
of a photographic plate, and will be permanently recorded for use when
required.

We have seen that drawing is a useful medium of expression and is
of far-reaching influence. Cultivate it, then, in its many brahches,
recognizing that all the store of impressions that is gathered is to be
your stock in trade through life. Study Nature with deepest reverence,
observe, visualize, and commit to memory all the useful things. Let all
your work be guided by intelligence and proper selection and then the
success that awaits all those who work faithfully will be yours.

But what of application? There is no branch of art in which appli-
cation has greater results than in drawing. So far we have been speaking
in general terms of drawing as a language, as a valuable subject for
correlation, and as a {X)werful aid to the memory.

Now we must come down to the more personal note. Drawing is the
basis of all art. It matters not how cleverly or dexterously one may
manage material; without the aid of sound draughtsmanship it loses its
force. There never was a time when the need for a more sincere attitude
toward drawing was evident. Look through our exhibitions of pictures,
and you will get entertainment in juggling and trickery without parallel
on the vaudeville stage. There is the cow made of diamonds and
squares, here the water mottled with confetti, here the shadow of a tree
that has all the appearance of a piece of coloured green cardboard pasted
on a yellow ground. It has even become fashionable to put slippers on
the feet of a figure supposed to be touching the limpid water with her
tf)es. What is the reason for this evasion of the truth? Simply that
trouble and study are neces.sary to good work. It is all very well to pass
that ofT before the public and say, "Here we have art at last". Some
critics have even made bold to say so. Cubism, impressionism, and all
the rest of the "isms" have come and gone, but there can be only one
thing that will stand the test of time and that is truth. We know what
it meant for Michael Angelo to produce the frescoes of the Sistine Chapel
or for Raphael to create his immortal Madonnas. We know with what
sfirrow Flaxman worked at his wonderful illustrations, or how Stevens
created, almost unknown to the world, his great designs. It was not by
taking up a brush and "slashing it in", as we say.

Whilst their brothers slept, these men worked long into the night,
brooding over great problems, letting nothing pass from their hands but
what they felt was worthy of placing before the world. They toiled with
devotion. And if we could ask them what made their work so successful
we should probably get one reply, "drawing".

488 THE SCHOOL

It is all very well for the jugglers to juggle, but jugglers juggle only
for amusement; and, though a crowd loves to be amused, a juggler
has to be a very good one to make any lasting impression. Even so
there are good jugglers and bad jugglers amongst artists. The bad
jugglers will pass out as "also rans",'and the good jugglers will stay for a
little time to amuse their friends until a new fashion arises. The will-o'-
the-wisp in art is always busy, but we do not remember any will-o'-the-
wisps in the history of art. They have not been recorded.

The famous men of whom I spoke had only one maxim truth, and
they knew that truth could be founded only on accurate drawing. Good
drawing makes all the difference between good and bad art. It is useless
to draw a thing at all unless we draw it well, or unless we strive to draw
better than we have drawn before. Just as drawing is foundation work
for the landscape painter, so with the sculptor or designer. An old
professor of mine once said that he could do more with the student who
could draw well than with the one who could manipulate clay with the
greatest of facility. If we study the " F"rieze of Horsemen" from the
Parthenon at Athens we shall be assured of one thing — that the artist
made innumerable sketches of horses before he committed his ideas to
marble. So full is the work of fine drawing that one could almost forget
the superior points of composition. No great school can be built up on
any other foundation than that of drawing. As an illustration of this a
division of schools of art in different countries might be mentioned.

It is certain that your work will become live and attractive only
through constant application to the study of drawing. Take the question
of design. You must study your plant with the utmost care and pre-
cision. You must takfe it to pieces, dissect it, analyze it, make note of its
characteristic growth. You must know a good deal of the history and
the evolution of the plant. Yet how often we despise the drawing of a
plant! This is the outcome of ignorance. One can rarely pick up a
biography of a great man in art in which some important reference is
not made to his close and well-thought-out studies of plants. The
reasons are obvious. First, the same principles of Nature exist in plant
form as in any other branch of Nature. Second, the very study of plants
in their different moods and textures creates a refining influence in the
student that he will never lose in drawing other things. Third, obser-
vation is developed through the degrees of comparison that plants
present. Fourth, the principles of growth and individual shape in plants
are the very principles that, when modified, will create good design.

As an instance of the use of plants take Botticelli. His pictures
teem with beautiful plant forms, whether used in their natural settings
in the landscape, or as a means of decoration on costume or personal
adornment. We find all the beauty of life-giving qualities of plants

THE VALUE OF DRAWING 489

used as jjerhaps no master has since been able to use them. Amongst
modem men we have only to examine the work of Leighton, Rossetti,
Burne-Jones, in order to realize the importance of such study. For
myself, I know no better scheme of work for the cultivation of drawing
power than plant study.

To think that you are going to attain success in design or in any other
branch of art without this work is out of the question. From the minutest
piece of jewellery to the great wall coverings of a public building the
plant will assert itself.

And, mark you, when I speak of plants I am not confining myself to
flowers or sprays; I am including trees. This is a very necessary branch
of the work. As a decorative element the tree has been extensively used
in recent times by decorators and sculptors to embody certain qualities
that are always of advantage if properly used.

Finally, we must accept the plain fact that drawing is the life and
soul of art and the only sure way by which success in any branch may be
achieved. Let everything that you do be true and sincere; then your
work and study will not be in vain.

A Parent's Plea.

My boy is eight years old. They teach him physiology.

He goes to school each day; And, oh, it chills our hearts

He doesn't mind the tasks they set — To hear our prattling innocent

They seem to him but play. Mix up his inward parts.

He heads his class at raffia work, He also learns astronomy

And also takes the lead And names the stars by night —

At making dinky paper boats — Of course he's very up-to-date.

But I wish that he could read. But I wish that he could write.

They teach him things botanical.

They teach him how to draw.
He babbles of mythology

And gravitation's law;
And the discoveries of science

With him are quite a fad.
They tell me he's a clever boy.

But I wish that he could add. — P. Mc Arthur in Life.

Worn out by a long series of appalling French exercises, a hapless High School

mistress declared her intention of writing to Florence's mother.

Florence looked her teacher in the face. "Ma will be awful angry."

" I am afraid she will, Ijut it is my duty to write to her, Florence."

"I don't know," said Florence doubtfully. "You see, mother always does my

French for me."

Primary Department

White Swan S.D. No. 3237, Bear Lake, Alberta
Mrs. Jos. Wolters. Teacher

Send in a "snapshot" of your school for reproduction on this page.

[The School undertakes to answer promptly, by letter, all reasonable questions,
if correspondents enclose stamped, addressed envelope. When this condition is not
met, answers are given on this page as soon as space permits.)

Occupation for the Noon Hour

GR.\CE FLECER.
Barkway, Ontario

(1) I divided my class into four equal parts and o\'er each appointed
a captain, not the best boys, but the most mischievous boys. The
captain whose "men" misbehave (i.e., push, use profane language, run
around in the schoolroom, etc.) writes the names on the board. The
captains try to have no names down.

|490]

OCCUPATION FOR THE NOON HOUR 491

(2) A better method is to ha\e pupils engaged in a game in which all
are interested. My pupils enjoy "Post Office" as well as any. Two
pupils stand in the centre of the room and the others sit in their seats.
One of the two standing goes to each pupil and whispers a name of a
postoffice (Sadowa, Utterson, Kilworthy, Severn, etc.) and gives a name
also to the other one who is standing. Then he calls out two names and
those pupils change seats while the other who is without a seat tries to
get into one of the vacated seats. If he succeds the new one left out
stands and tries to get a seat next time names are called. An occasional
call of "General Delivery" is given and all have to change seats. Fruit
basket is played in the same way but names of fruit (apples, grapes,
oranges, etc.) are given and the general call is "Upset the fruit basket".
Anyone who pushes or is rough has to stop playing.

(3) A geography match is much enjoyed. Two captains are chosen
and they choose their "men". The captain and his men, with slates
and pencils, go to one side of the school and the other captain and his
men to the other side. Someone suggests a letter, e.g., 'A' — AUandale,
Asia, America, etc. At the end of ten minutes the pupils count the
number of words and the captain announces the total number. The
captain whose side has the larger number wins. A clap is usually given
the winning side.

(4) Sometimes they take sides as in above but without slates and
pencils. One captain gives a word, e.g., Atlantic. The other captain
has to give a word beginning with the last letter of the word given, e.g.,
California. The first captain counts to ten. If a word is not given by
that time the other one takes his seat and the word passes to the first
captain's first man. The captain with the most men standing wins the
game.

fo) Pupils enjoy finding places on the map. One gives the name of a
place (Amazon, Arctic, Belgium, etc.) and the pupils try to see who can
find it first. •

(6) I allow the little tots to make "nice" drawings on the board.
They illustrate games, stories told or read by the teacher, draw birds,
animals, etc.

(7) Some bring magazines, cut out the pictures and make scrap
books.

(8) Girls make card-receivers, hair-receivers, lamp-shades, etc.,
from paper or cardboard.

(9j Boys carve and make many pretty and useful things from wood.

(10) At recesses at one school I taught my pupils to crochet and knit.

The girls made many Christmas gifts and knitted several pairs of gloves,

socks, etc., for the Red Cross. The mothers told me how pleased they

were with the interest the girls took in this work.

492 THE SCHOOL

Of course, circumstances and individuals differ in different localities
hut I trust some of these hints may assist the teacher who asked for help.
I am suggesting only indoor games as I think this is what was required.
On bright days I like pupils to wrap up and go outdoors to play.

Equipment of the Rural School

BESSIE A. GOODHE.\D.
Hayter, Alberta

IN answer to the enquiry by an Ontario rural school teacher, I wish
to tell my experiences, if she will listen to one who is just learning.
I have found that the maxim, "Providence helps those who help
themselves," proves good in teaching as well as in everything else. When.
I came to my school, we had no equipment of any sort. The children
and I tried to get a few things and soon we had the trustees so interested
that now, eight months' later, we have a fairly well equipped school and
are getting more equipment all the time. We are even able to serve hot
lunches at noon, although, as yet, they are made on a tiny oil stove
borrowed for the purpose.

The noon hour problem I cannot help solve but I shall tell what we
have done for a "desk or library case". We had made different collec-
tions of stones, bones, bugs, feathers, pressed leaves and so on, and had
no place to put them. I appealed to the pupils and one said, "Wouldn't
a box do?" We took the suggestion up and every family brought a box
to school. We arranged them according to size, in different groups, one
on top of the other, and this made the shelves. Some of our "cupboards"
we lined with either newspaper or wfepping paper and also covered the
outside of them in this way. But for our "best cupboards" we bought
a cheap, but neatly patterned, cretonne which, when tacked on the top
box and allowed to hang down, made a very pretty curtain. A piece
of cretonne a yard square was sufficient for a desk made out of three apple
boxes. These sets of shelves were used for books, collections, busy work,
material, the children's cups, lunch baskets, etc., etc.

The children then brought medium-sized match boxes which were
covered and labelled in manual training class. These were for keeping
together smaller articles and were placed on one of the shelves.* In one
we keep clippings, in another words (cut from magazines) for sentence
building, in another letters for word building, and still others contain'
catalogue pictures, etc.

EQUIPMENT OF THE RURAL SCHOOL 493

The catalogues and magazines, I find, are excellent helps for busy
work. The children cut the pictures from the catalogues either at school
or at home and use them for " playing house ". Each desk is a house and
is divided off into rooms and the children furnish them very carefully
after a little practice.

In the middle grades we use the same pictures, along with toy money,
to play store and the children become very quick in changing and count-
ing up money. Although moving around, they soon learn to do this
very quietly.

From almost any school supply house sewing cards are easily ob-
tained and afford excellent busy work, especially if the designs are
attractive. When finished, they can be strung together and used as a
pretty decoration as well as a display of the pupils' work.

Once started, many other suggestions will occur to a teacher's mind
which will help her to "invent" equipment, to follow out her Course of
Studies, to make the community more interested, and also to help
improve her certificate.

The Problem of the Noon Hour

CRETA KEARNEY,

Thedford. Ontario

IN September the activities of my pupils were directed along lines of
agriculture, "school grounds beautiful", and games, so it was no

abrupt change when new ideas were announced for those who
remainefl in the classroom at noon hour.

First, I taught them inside games at recess, and these were also par-
ticipated in at noon hour. Secondly, I introduced manual training by
having necessary shelves put up during the noon hour. The spirit of
keeping the schoolroom tidy was started here.

As we hadn't a numeral frame, the pupils arranged to make one.
(This will also help the teacher in securing other equipment from the
trustees). The pupils when interested in this way will bring lumber,
nails and hammers from home; .saws and planes will be smilingly loaned
by neighbf)urs.

In December my pupils were busy with paper and scissors (borrowed)
making lanterns, baskets, etc., for Christmas decorations. "How
pretty!" "How was it done?" queried the trustees. My answer
brought nine pairs of new scissors.

494 THE SCHOOL

I have plenty of lumber for several bird houses which we are going to
commence immediately, and have them ready for the birds in the spring.

These lessons are applications of those in arithmetic and geography,
and a few miputes when the teacher returns at noon is all that is needed
for observation, criticism and instruction, if required.

Dramatization in Kindergarten and Primary

ETHEL M. HALL
KindergarteivPrimary Form. Ryerson Public School, Toronto

IT is only during very recent years that dramatic interpretation has
meant anything outside of preparing and staging some old or new
play. It never seemed to dawn upon the minds of the educators of
former days that dranja is the foundation stone in child life.

From its earliest years the child, lives in a world of his own — a pretend
world. He is perfectly happy when imagining he is someone or some-
thing other than himself.

Therefore dramatic interpretation may be introduced into all the
work of the classroom^a vital spark of life dropped into the lap of
formalism and routine.

All work which is imaginative, constructive, and vivid is dramatic.
It is this interpretation of drama rather than its more limited phase of
dramatic play which should be introduced into every kindergarten
primary school. Every subject on the time-table may be presented
dramatically. If we cannot infuse emotion into the ideas to be instilled
there can be no connecting link between those facts and life. Knowledge
is necessary but the child must feel it in its relation to life in order to
appreciate its value.

Dramatic representation is instinctive in every child and by such
interpretation his life leaves its narrow bounds and he reaches out far
beyond his present environment and sees vistas which might otherwise
be forever closed to him.

Put a cocked hat on the head of a tiny boy and a flag in his hand
and he is every inch a soldier fighting the battles of the king.
Stevenson realized this instinct in children to the full.
Bring the comb and play upon it, Mary Jane commands the party.

Marching, here we come, Peter leads the rear,

Willie cocks his Highland bonn?t, .All in time, alert and hearty,

Johnnie beats the drum. Each a Grenadier.

DRAMATIZATION IN KINDERGARTEN AND PRIMARY 495

All in the most martial manner,

Marching double quick,
While the napkin like a banner

Waves upon a stick".

In "W^ built a Ship upon the Stairs", "The Dumb Soldier", "The
Little Land", "The Land of the Story Books", "My Kingdom", "My
Ship and I", "The Land of the Counterpane", he illustrates the child's
power to dramatize life. The child is what he pretends to be, "What
we long for that we are for one transcendent moment".

Dramatic interpretation is a personal thing and must be original
in order to possess life. The child must put his own interpretation into it.
Spontaneity and originality together will bring the necessary result.
There is nothing so monotonous in the world as slavish imitation. The
teacher's interpretation would be simply a parrot performance on the
part of the child.

Do not dramatize the same thing twice. There is the whole world
of literature from which to choose and life is too short — besides in
freshness and originality lies the charm.

I remember a child who absolutely refused to wear a pretty dress
because her mother had lent the pattern and it had been copied three
or four times. She took her punishment quite calmly. It was the
novelty of the style which had appealed to her, not the dress itself.

"An inspired artist never repeats a masterpiece and the great sculptor
destroys the mould that there may be no imitators." Each original
interpretation of anything in life is the product of a soul and the com-
mand "Take off thy shoes from off thy feet for the place upon which
thou standest is holy ground," is quite as easily applied to original work.
Yet some will walk in boldly "where angels fear to tread".

The very soul of the child shines in his eyes when he is dramatizing
unconsciously. Such was a representation of the simple rhyme "Little
Miss Mufifet". The interpreters had forgotteii time, place, and ob-
servers and I held my breath lest they might suddenly awake. Miss
Mufifet was Miss MufTet and the spider was very black and very real.

What nonsense to talk of dramatizing a lesson in number! Why not?
Do you think the tens and units are any more real to the little tots when
they go altogether by their prosaic names ten, eleven, twelve than when
ten is the mother and the teens are the children of the ten house. It is
simply an adaptation of a game played by children day by day. A
drama of life. Why not adopt it if it instils life into the number lesson?

Most of the nursery rhymes can be dramatized. If drama is too
complicated pantomime may be used. Originality on the part of the
teacher is absolutely necessary. Dead dramatization is worse than
useless.

496 THE SCHOOL

"If we spend too much time dramatizing nursery rhymes, we can
never cover the primer." What is reading? The primer is an author-
ized means to an end. When we make butter we skim the cream from
the milk and use that.

All ' action ' words can be dramatized. Take the words hide and find.
Each word is a complete sentence with capital and period and should
be written thus when first placed on the blackboard. A review of each
action word previously learned should be taken first and a list left on a
side board. Now for the new words. In a whisper instruct some child
to hide a ball, while the others close their eyes. "What did I tell you
to do with the ball?" "Hide". Place the word on the blackboard,
erasing each time until sufficient drill is given. Ask some pupil to find
the ball. "What did I tell you to do with the ball?" "Find". Repeat
the drill. Then combine the two, using and as hide and find, find and
hide.Then combine with known words as nm and hide, run and find,
hide and hop or hide my ball, find my ball, hide my top, find my cap.

But some teacher says, "I can't dramatize; I feel so foolish skipping
around the room like a child". Then you belong in another school,
because " Except ye become as a little child ye shall in no wise enter the
Kingdom of Childhood". For the Kingdom of Childhood is all imagin-
ation and make-believe.

The group-game is the simplest form of dramatization — ^such games
as, " Kitty, Kitty Casket — a green and yellow basket" ; "Mow oats, peas,
beans and barley grow"; "The farmer in the dell"; "Mulberry Bush";
"Little Sally Watters." These may not seem of literary value but
there is an orderly process and climax which lends rhythm and artistic
merit. The tune may be adapted to some more poetic words — ^poems
you wish impressed. The group-game is the foundation of drama
because it channels the activities and disciplines the pupil, thus preparing
him for spontaneous acting later.

The rhythmic dances of the kindergarten and primary are a second
introduction to dramatization. Such dances as "How do you do, my
partner", "Dance all in a Ring", and some of the folk dances train and
control the physical movements of gesture, pose and poise. They are
closely related to the rhythm of poetic literature and may be performed
to the rhythmic recitation of poetry.

Charades are perhaps the third step in dramatization and are closely
related to language work in the kindergarten and primary. They con-
tribute to the vocabulary of the child and sharpen the wits. The
language game may be used occasionally but not too often, as it is mono-
tonous.

Impersonation comes to the very heart of drama. The child is what
he represents. He is not an imitator. He is the soldier, sailor, or

DRAMATIZATION IN KINDERGARTEN AND PRIMARY 497

animal. He is Little Jack Horner or Little Boy Blue. Listen to
Stevenson again :

"This was the world and I was King, " I was the giant great and still

For me the birds came by to sing, That sits upon the pillow hill".

The little minnows too".

' I have ]ust shut my eyes

" O it's I who am the captain of a tidy little To go sailing through the skies,

ship". To go sailing far away

"For I mean to grow as little as the dolly
at the helm.
And the dolly I intend to come alive".

To the pleasant Land of Play".

"This is the very foundation of literary appreciation. The door
through which we can enter into the feelings and situations of the
characters represented in story, poem, or drama. It is this which gives
the grip of reality to literature; it is this which turns the appreciation
of literature to culture, so in a very real sense one may substitute litera-
ture for experience. It is easy to utilize this passion very early, turning
it in the direction of art."

Why cut short the dreams and imaginations of children too soon?
Even at the expense of some more practical things let them live in the
beauty of their dream-world and they will emerge not crawling worms,
in a literary sense, but beautiful butterflies. Most children dramatize
easily and naturally. If there be any stiffness or awkwardness let the
teacher show the way by breaking through all unnecessary restraint
and taking an enthusiastic part in the dramatization. Leave the self-
conscious child alone and he will fall into place naturally.

Dramatic interpretation is indispensable in the proper reproduction
of stories, but there is a great difference in the dramatic value of the
stories told. "How the Indians got Fire", "How Brother Rabbit
fooled the Whale and the Elephant", "The Brahmin, the Tiger and the
Jackal", "The Three Little Pigs", "The Little Pigs' House", "The
Three Bears", "Little Red Riding Hood", "How the Robin's Breast
Ix'came Red", "The Three Goats", "The Hare and the Tortoise", are
splendid stories to dramatize. There are many stories which even little
children will recognize as impossible 'to play'. In poetry, do not try
to dramatize a lullaby or even such nursery rhymes as "Hey, diddle,
diddle."

Do not look for perfect work. Let the staging be such as a child
will create. A table will make a piano, a feather an Indian warrior.
Let the dramatization be a spontaneous, happy and natural outlet for the
expression of the individuality of the actors. Use as many children as
possible in order to encourage the less talented ones. Take part in the
drama occasionally. Some one may walk in just at the moment when

498 THE SCHOOL

>t(U are jierforming a very childish part. You may never fear the sym-
pathetic observer who always sees below the surface. Congratulate,
vnurself if you have actually been a child in the play.

Superficial criticism does not count. Keep in mind that the office
of the kindergarten and primary school is to create a new world of joyous
work for the child who long ago cried out through his beloved Stevenson :
"O dear me! A climber in the clover tree,

That I could be And just come back a sleepy head,

A sailor on a rain-pool sea, Late at night, and go to bed".

Primary Number Work

FLORENCE M. CHRISTIANSON.
Niagara Falls South

THE .first day in our number class 0, 1, 2, 3, are taught objectively
by means of stick-laying, counting bits of chalk, pencils, books,
or whatever objects are at hand. These numbers are written
on the blackboard. Names are given them and much drill is provided
in writing them on the blackboard, in the air, on the slates and in tracing
them.

Each time we get the number objectively a child goes to the board
and attempts the reproduction of the figure. Much is made of getting
it to resemble the teacher's model, which is left on the board in a con-
venient place.

It sometimes requires a couple of days to establish these number
facts and longer to get their proper form. We review and drill on them
daily, every time we have a lesson, so as to keep the form and the fact
before the mind. The best work is not accomplished by sticking to a
thing everlastingly but by everlastingly going away from it and per-
sistently coming back to it.

Once these number facts are established we get at them concretely.
A child is asked to bring two apples, three books, one pencil, etc. These
articles are placed on a low bench (made for us by some of the Second
Book boys) and are arranged a little distance from one another so as to
emphasize the unit-idea. Then a pupil is called on to place a symbol
or figure-card (that corresponding to the unit on the bench) beside the
unit-objects on the bench. Thus we asscx:iate the concrete with its
proper number form.

From day to day, as fast as we are able to receive them, a new digit
is added and is established in a similar manner. In getting the digit

PRIMARY NUMBER WORK 499

4, for example, we never lose sight of the fact that it is a relative of our
old friend three, with our other familiar one; that 3 sticks and 1 stick are
4 sticks, or 3 and 1 are 4, and so on with each of the others up to 10.
This is the logical way,' the most natural, and hence the easiest.

When we have advanced as far as 4 the digits are written promiscuously
on the blackboard, the pointer is placed in a child's hand and he is sent
to the board. The name of one of the nurhbers is called and the child
points to it. Other pupils go ur as called and a lot of excellent and
exciting drill is the result, for all are watching for blunders and hands
go up offering corrections.

Another time we drill with our symbol-cards which are spread out
promiscuously on the low bench. Three or four pupils are called out of
class and take places before the bench. The name of a certain number is
called, and there is a scramble to get the right figure-card. As soon as a
child finds it he returns to his place in the class, concealing the face of
his card the while. When all have chosen, a signal is given and each
shows the face of his card. Sometimes a child fails to get the proper card.
He is then put through the process of finding the number objectively and
the symbol is associated with it. Thus the number is established in all
cases after a little practice. Other children are drilled in turn, those
most needing it getting the bulk of the exercise.

In a week or ten days the following can usually be established per-
manently: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. We make much, from the very
first, of getting the pupils to make good figures, and by "good" figures
we mean figures that can be read by anyone and that will not be mis-
taken for others. To this end we write them on the board, slates, paper,
in the air and trace them on the ground (when we have our lessons
out-of-doors) from good models.

The next step is the analysis and synthesis of these numbers. In each
class we review the digits. This is done (1) By placing the symbol-cards
in logical order along the chalk-trough. (2) By asking for volunteers
to write the given figure on the board till the list is exhausted. (3) By
counting orally. (4) By letting one pupil have all the cards and
placing them on the bench as the numbers are called.

After this preliminary skirmish the teacher takes 3 horse-chestnuts
in her hand. How many nuts have I? 3. Then one of the 3 is put in
the other hand. How many have I in this hand? 2. In this? 1.
Two and one are how many? 3. One and two? What numbers make
3? Nothing and three? Three and nothing? One and one? Two
and nothing? Nothing and two? Nothing and nothing? One and
nothing? etc.

These usually come readily. If there is any hesitancy it is only
necessary to open the hands and show the elements. Then the result is

500 THE SCHOOL

given at once. Then while interest is running high the teacher says,
"Let us see how these would look on the blackboard."
(a) 3 0 2 1
0 3 12

The row of small lines is made so as to insure a straight line and show
them how to write the first combination. Who will write nothing and
three for me? Volunteers. Two and, one? One and two? Thus our
table stands complete as at (a).

These, they are told, are families of numbers. This at (a) is the
family of 3's. We follow with the family of 2's and of I's. Now the
children fancy that each combination is a child of the family and are
most zealous to see that no child is left out when they write these families
on the board or for seat work.

3 0 2 1 2 0 1 10 Families

0312 021 01 completed.

Thus daily in our number classes do we get the families and recall
our number facts, adding a new digit that we already know as a whole
from time to time as fast as we can master it. In six weeks or two
months at the most we know all the digits up to 10 that we started with
and the addition number-facts of each.

For blackboard drill, say to the class, "Let us make the family of
lO's to-day".

10 0827391546 Family

0 10 283719564 completed.

{To be continued.)

Busy Work

OLIVE M. FISHER,
Instructor in Primary Worlc, Normal Scliool, Calgary

BUSY WORK is an ever-present problem of the primary grades.
That problem does not come because of any lack of variety in
subjects or in materials with which to work; but the chief difficulty
is in "following up" the recitation lesson so that the efforts made there
may be re-enforced during the seat work period. To place the stress
upon content and avoid monotony by frequent repetition — this is not
always the least of our trials.

BUSY WORK 501

To quote Gesell, who seems to be a 'prime' and a primary favourite
to-day, there are five essentials to be observed in all this "busy-ness".
1. The work given must not be too hard, nor too easy. The 'something
accomplished, something done' idea is a satisfaction to children as well
as to grown-ups. 2. There must be short periods; fifteen minutes is
quite sufficient usually. 3. The children should know the "what" and
the "how" of their tasks. "Having something to do is very different
from having to do something". Simple and definite instructions are
necessary. 4. There must be variety. Monotony cannot be tolerated.
5. Seat-work must be looked over by the teacher. This is necessary for
the formation of good habits in work.

In the articles written, or in the suggestions given, for busy work,
the children who have been at school for some weeks, are provided for
sufficiently. They have had work in phonics, some number work and
various other things; busy work then is comparatively easy. But we
must not neglect the children who are just beginning school. Again,
there seems to be a difficulty in basing seat-work on reading material
during the first few weeks. The following devices may be found helpful :

1. A rhyme is taught during a language period. Then it is placed
on the lx)ard for reading. For seat work, the children are given squared
paf)er on which the rhyme is written. They cut these along the lines and
place the words in a large envelope in which the rhyme is written.
(a) Place in piles the words that are alike, e.g., This, little, pig. (b) Make
two lines of the rhyme on the desk, (c) Make the whole story on the
desk. Children learn many more words in this way than those stressed
in recitation periods.

2. Using mail order catalogues or old magazines, have the children
cut out pictures. These are mounted by the class, and a pack of cards
is made, (a) The teacher writes the word in two places under the
picture. One is cut out and all are placed in envelopes — then used for
matching exercises, (b) The words may he written on the back. The
children learn to recognize words without having to turn to see the
picture.

3. By using the above materials children make their own picture
books, the teacher writing the word under each picture.

4. Objects around the room are labelled. Different children remove
these labels and others replace them.

5. When sounds are taught there is much variety. "Families" or
word-endings are given and words based on these are written on the
boarfl. The children are allowed to make "dictionaries" and on each
j)age is written the whole group. A picture is drawn if the word is
'drawable'. On the next page is an effort of this kind.

502 THE SCHOOL

In language work we have been stressing the "group" idea in written
work. Beginning with single sentences — a record of the day's events^

this is written on the board by the teacher. The class copy; and when
it is well done, they copy it into their little "diaries". Later, short
stories are used. Below is the group story of a Grade H class at the
beginning of September.

The Sunbe.\ms.

One bright morning some little sunbeams woke up very early. They put on their
fairy wings and golden dress and started off to see the world.

When they got there they played hide-and-seek among the grass and flowers. In
a little while a shower came. The tall white lilies invited the sunbeams to come in so
they would not get wet.

After the shower each little sunbeam jumped out with glee and said, "1 am going
to kiss my lily". And now all the lilies have gold hearts.

Jim and Boli were just getting over chickenpo.x and were not allowed to mix with
other children, but were well enough to play in their own yard. They were apparently
tired of the yard and ran off to the hills with their sleigh. On their return I said to them:
" I hope you have not been near any other children?" Bob, who is five years of age,
answered: "Oh, mother, I just told all the kids we had chickenpox, and they beat it;
so we had the hills all to ourselves."

The Decoration of Rural Schools

EVELYNE LEES.
Carlos P.O., Leslieville, Alberta

ONLY too often the rural classroom is so bare and uninviting that
the teacher shrinks from the labour involved in making it more
cheery and homelike. This extra work can be reduced to little
more than the planning if the pupils are allowed to help; and, since all
children possess more or less strongly a primitive love of decoration, they
usually thoroughly enjoy doing anything that will improve their sur-
roundings. This pleasurable excitement and feeling of personal owner-
ship in the schoolroom is just the attitude of mind most favourable to
the teacher's work of developing in the child that subtle knowledge of
what is good taste in house decoration which will prove invaluable to the
adult. So by all means let the children earn, bring, or make the objects
that are to beautify their schoolroom..

First of all, good pictures will be required, for no room which contains
even one masterpiece ever looks drear\'. There should be one or two
pictures large enough to be seen plainly by the children when seated
at their desks. In choosing these, it is a good plan to make a selection
from the list laid down in the Art Course for the various grades, so that
they may be used for picture study lessons. At the end of the lesson the
pupils should be advised to study the picture closely and quietly when-
ever they have a spare moment. Then, from the teacher's standpoint,
these large pictures will form not only a schoolroom decoration, but a
delightful occupation for the quick pupil who finishes his "busy work"
lx;fore the others.

The one disadvantage is the fact that these pictures are expensive,
a picture 22 x 28 inches costing when framed at least .$5.50, exclusive of
freight charges. The money can, however, be easily and profitably
raised in various ways. Part of the proceeds of a school entertainment
may be spent in purchasing one of these large pictures. At many
agricultural fall fairs prizes are offered for school work, and not only for
such individual exhibits as seed collections, drawing, painting, and pen-
manship, but also for such class work as drill, singing, basketball, and
junior baseball. Usually the children will readily vote the money thus
won by the teams for the purchase of a good picture. One of the very
best ways of raising the money is to compete for one of the prizes offered
in each inspectorate for physical culture. The prize money could be
expended on a good copy of some famous painting and a suitably in-
scribed metal plate affixed to the frame would be all that is necessary
to make an unusually interesting trophy. The frame should be per-

[503]

504 THE SCHOOL

fectly plain and, if possible, of the same colour as the largest dark masses
in the picture. In order to make the actual subject stand out boldly the
mount should be pure white or pale cream and the finished work of art
should be so placed that the light falls directly upon it.

In addition to one or two large pictures to decorate the bare' walls,
several smaller ones may be placed between the windows. These should
be placed on glass and held in position by passe-partout binding. The
work should be done by the higher grades, for as a manual training
problem it affords splendid exercise in accuracy of spacing and neatness
of finish. The children should realize that carelessness in framing is an
insult to the artist — that even the slightest fault in the corners or the
least unevenness in width of binding will attract attention from the
picture itself and will weaken whatever feeling the painter has tried to
arouse in the mind of the spectator.

Before the rural school teacher can obtain even these small pictures,
both time and money will be required, but in the meantime there is
no need that the schoolroom walls should be bare and cheerless. Many
pictures on calendars, though lacking perhaps the depth of thought,
definiteness of purpose, and strength of execution, which make a great
work of art are nevertheless very beautiful in the eyes of children. The
picture itself should be cut out in rectangular shape and mounted on
white drawing paper or cardboard. If, however, the calendar already
has a white ground, it would be more effective to use a piece of dark-
brown building paper. It is really surprising what an improvement
decorations of this type will make in the appearance of any classroom
and sometimes they furnish valuable material for an incidental art lesson.

Blackboard borders are almost as important as pictures in schoolroom
decoration, and, if the design, stencilling, and actual drawing be entirely
the pupils' own work as a practical part of the art course, they involve no
extra work for the teacher. The designs must, however, be quite
narrow, for all available board space is usually required for classwork;
sometimes they may be pricked with darning or harness needles along
the lines instead of being cut out as an ordinary stencil, thus providing
good "busy work" for Grades I and II. The design is transferred to the
board by tapping the dotted lines with a chalk-laden duster. In bad
weather the children may be allowed to change the board decoration
often, for they enjoy tracing and colouring and the work is a profitable
recreation for the occasional spare noon hour. Additional interest is
given to the border if the design is correlated with the work of one of the
grades or with the season oT the year.

An ornamented "memory gem" corner is another very useful decora-
tion for a rural school. Either a piece of blackboard material or a
little-used corner of the blackboard itself is bordered with some appro-

THE DECORATION OF RURAL SCHOOLS 505

priate design and in the centre a well-known verse of poetry is. written.
Its beauties, context, and author are pointed out to the children and they
are advised to learn it in spare moments. The decoration makes it a
pleasing spot for the eyes to turn to and if the children know that at the
annual school concert they will be required to step forward in turn and
recite a memory gem, they will have little desire to waste time or cause
trouble when their seatwork is finished. The simple decoration shown
in the illustration was suggested by a branch of pine in the window and
a design in the Teachers' Manual. As the board was high the wider
border was placed at the top in order to lower the verse as much as
possible.

^C ' -^ ^^ '- ^f\

The heights by great men reached and kept
■ Were not aHamed by sudden flight.
But they while their companions slept
Were toiling upward in the nigfit.

From ^^ir^ -M-m By

Birds of Passage. ^^ ^^ t ^^' H ^-^ Longfellow

The " Memor>* Gem" Corner

Closely allied to the ornamented memory gem corner as a useful
schoolroom decoration is the notice board. This may be placed either
in the anteroom or at the back of the classroom and is made by nailing
on the wall a large strip of burlap or a sack washed and dyed. Strips of
wood between one and four inches wide, simply carved, sandpapered,
and stained by the older boys are nailed around the edges of the burlap
to hold it in place. The children are asked to bring newspaper cuttings
and pictures illustrating current events and these are tastefully arranged
and pinned to the burlap. By this means not only is a bare wall space

506

THE SCHOOL

pleasingly broken, but isolated country students are kept in daily contact
with the great world movements.

Children's class work may be used for one type of decoration though
too much of it should not be shown at one time; it is usually better to
change the exhibited drawings, paintings, or penmanship frequently.
Pressed autumn leaves, pleasingly arranged and mounted on cardboard
by Grade I, and the pressed seeds of the higher grades, make interesting
winter decorations. When there is no cupboard space available for a
museum shelf, a bracket can be fixed to the wall to hold any collections
of insects, rocks, soils, or seeds that the children may have made.

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Lmftems.

Decorations for Special Occasions

Almost indefinite scope is allowed for original plans when decorating
for special occasions. A most effective and artistic scheme was used last
Christmas in Washington Heights School. Rolls of crinkled paper
were cut, before unwrappittg, into smaller sections l}4 inches long, and
then cut and separated, as shown in A. The paper was then unwrapped
and twisted, as shown in B. Long strands of white, pale green and dark-
green were looped round the room; strands of still darker green pine and
spruce hung below, while from the points of the festoons were suspended
white and green paper lanterns made by Grades I and H., Altogether

THE DECORATION OF RURAL SCHOOLS

507

the room, pretty at any time, looked really striking! When crinkled
paper cannot be obtained, pretty Christmas chains can be made from the
gaily coloured "dodger" paper used by printers for handbills. In the
autumn, sprays of berries and coloured foliage make effective trimmings,
especially when interspersed with flags or pennants. Red, white, and
blue bunting can be made very cheaply by washing and dyeing numbers
of flour sacks and running strips of the desired width together. This,
of course, is very useful for special occasions.

Since windows occupy such an important place in the school building,
it is only fitting that they should claim a proportionate share of attention

A Shelf or a Window. Cheesecloth, dried grasses, berries, and pine sprays make the difference.

in school decoration. While everyone acknowledges that house plants
add considerably to the beauty of a room, it must be confessed that
their care during winter and midsummer is a serious consideration to the
rural teacher. As in many school districts there is not one home where
a choice plant could be wintered safely, it follows that only hardy
annuals should be chosen for the classroom windows. One or two cans
for each window should be painted dark green ; old saucers for holding
water, and quantities of loam, rotted leaves and barn.yard manure should
be collected; such seeds as the aster, mignonette, nasturtium, verbena, or
petunia should be obtained and then, when all danger of severe froi5t
has passed, an agriculture or nature study period may be spent in

508 THE SCHOOL ,

planting. The children will, of course, attend to their growing plants,
(though constant watchfulness is required to check neglect or unwise
zeal) and during vacation they will have them at home. In this way,
it is possible for a rural school to have the house-plants which so much
improve the appearance of any room.

Short sash curtains of muslin or bleached cheesecloth are very useful
in winter, for when drawn they prevent the glare of the sunlight falling
on the pupils' book. The curtains may be hemmed or hemstitched by
the girls and, if desired, may have a stencilled border, designed and
painted by the children. It is by such work as this that the teacher is
able, not only to beautify the room where so many hours of her life are
spent, but also to introduce into the life of the community that industrial
art which induces even the most narrow-minded opponent of the teaching
of drawing and painting in Public Schools to become one of its enthusias-
tic supporters. And the children who have carried out such schemes of
inexpensive decoration, having once experienced the delight and wonder-
ful satisfaction that is the reward of those who make an object of beauty
out of a commonplace thing, will never in after years be content to live
in cheerless homes as long as they have brains to plan and fingers to carry
out those plans. They certainly will forget many of the facts of history
and geography, many of the rules of arithmetic and grammar that have
cost hours of hard teaching — but if they carry through life an active
desire for beautiful surroundings, then the teacher's work in decorating
the interior of the schoolroom will not have been in vain.

Soil Study

J. M. SCOTT, B.A.
Science Master, High River, Alberta

AT THIS season when outdoor work in agriculture is impossible,
soil study may be very profitably conducted in the classroom,
provided the teacher sees that the pupils obtain most of their
information from the results of experiments and not from a book on the
subject. In this article a few simple experiments are outlined which
may be easily performed by Grade VIII pupils.

One of the most important constituents of soil, from a chemical
standpoint, is lime. This serves as plant food, sweetens sour soils, and
performs many other valuable functions in connection with plant growth.
Most of this lime has been formed from the well-known rock-limestone

SOIL STUDY 509

and it is well to have the pupils thoroughly understand the action of
natural water on this rock. Pure water containing no dissolved gases
has little, if any, effect on limestone. To illustrate this point have a
pupil either collect some rain water in a clean granite cup, or melt some
snow which has not come in contact with the soil. Boil the water for
a few minutes in order to expel the gases dissolved in it. While the water
is still at the boiling point pour it into a bottle containing about one
quarter of a teaspoonful of powdered marble, immediately cork the bottle
tightly and pour melted paraffin over the cork to ensure its being air-
tight. Where marble cannot be obtained, ordinary gray limestone may
be used, although this rock, as found in nature, usually contains clay and
other substances mixed with it. This water from which the dissolved
gases have been expelled may be kept in contact with the limestone for
months without any appreciable effect being observed. To show how
slight has been the solvent action of the water, open the bottle at the
end of two or three weeks and in a granite vessel evaporate to dryness
some of the liquid. Little, if any, residue will be found, an indication
that the limestone has not been dissolved by the water.

Unlike the water prepared in the experiment cited in the preceding
paragraph, the water which passes over rocks has dissolved in it a con-
siderable quantity of carbon dioxide which it has absorbed from the air.
All natural water is thus really a weak solution of carbonic acid. Carbon
dioxide is often called carbonic acid gas because when dissolved in water
it forms carbonic acid. This carbonated water readily dissolves the
limestone. Later, owing to the evaporation of the water or the action
of other agencies, this limestone is deposited in the soil. In order to show
the effect of carbonic acid on limestone prepare some lime-water by
placing a teaspoonful of lime in a quart sealer filled with water and
allowing the contents of the sealed jar to stand for a few days. Then
have each pupil put a tablespoonful of the clear lime-water in a small
bottle and blow his breath into the lime-water through a straw, one end
of which is immersed in the water. (If straws such as are used at soda
fountains cannot be obtained, ordinary straws, goose quills, or rubber
tubing may be used). After blowing his breath into the lime-water for a
short time have pupil note the fine white particles formed in the solution."
These particles consist of calcium carbonate, of which lime-stone is one
variety. The calcium carbonate has been formed by the carbon dioxide
of the breath uniting with the lime dissolved in the water. Have the
pupil continue the blowing operation and he will find that the lime-water
gradually becomes clear because the carbon dioxide acts on the water,
forming carbonic acid which then reacts with the calcium carbonate,
causing it to dissolve. For the benefit of teachers who have studied
chemistry the following equations are given: CaO (lime)-|-H20 (water) =

510 THE SCHOOL

Ca (OH)2 (calcium hydroxide); Ca. (OH)2+C02 (carbon dioxide) =
CaCOs (calcium carbonate) +H2O; C02+H20 = H2C03 (carbonic acid);
H2C03+CaC03 = Ca (HC03)2 (calcium acid carbonate). Calcium acid
carbonate, unlike calcium carbonate, dissolves quite freely in water.

In the following series of experiments is outlined a scheme for the
mechanical analysis of soils which is sufficiently accurate for elementary
work on the subject.

Procure about a pound of moist, rich, garden soil and weigh accur-
ately to the fraction of an ounce. Then spread it out in a thin layer on a
sheet of paper and with a ruler break up the lumps of soil. Place it in a
sunny or warm place and stir it up daily until it appears to be quite dry.
Again weigh the soil. The difference between this weight and the former
gives the amount of moisture present in the soil in the form of gravita-
tional and capillary water. The capillary water is the chief source of
moisture for plant growth. Now empty the soil into a metal dish and
heat in an oven at a low temperature for two or three hours. After
cooling, again weigh. The loss in weight is due to the evaporation of the
water which clung so tenaciously to the soil particles that it was not
removed when the soil was exposed to the action of the air. This water
is known as hygroscopic moisture and is of very doubtful value to plants.
The soil is now said to be moisture-free. While carrying out all the
analytical work on a weighed portion of the soil, the teacher should have
a considerable quantity of material treated by the same processes for
examination by the pupils.

Have the pupils examine the soil and note its colour. Then place the
material on a piece of tin and burn it on the hot coals in the stove for at
least an hour. Allow it to cool, and weigh. The loss in weight is due
to the burning of the plant and animal matter in the soil, to which the
term humus is usually applied. Upon examining the soil the pupils will
find that it has become lighter in colour because humus usually imparts
a dark colour to soil.

At this stage the pupils should exarnine the soil in regard to the
different sizes of particles present in it. After carefully breaking up any
lumps of soil, use a piece of wire window screen as a sieve to separate the
•soil into two parts. The material which does not pass through the
screen may be classed as gravel. Now have the pupils observe whether
the soil particles which pass through the screen are all of uniform size.
Get the pupils* ideas in regard to the different constituents still present
in the soil. In all probability it will be suggested that the soil contains
sand.

The following exjDeriments will enable the pupils to discover whether
the soil residue consists entirely of sand. Small quantities of pure sand
and clay are required. To obtain pure sand shake up two or three

SOIL STUDY 511

tablespoonfuls of ordinary sand in a quart sealer of water, allow material
to settle about ten or fifteen seconds, and pour off the water. Shake up
the residue with water and allow it to stand as before. Again pour ofif
the water and continue the process till the water is quite clear after
standing for the time stated. The material left in the sealer may for our
purposes be considered pure sand. To procure pure clay repeat the
experiment just outlined with a burnt soil, allowing the material to settle
for at least thirty seconds and saving the muddy water which is pwured
off. After this water has stood for a few hours, pour ofif the liquid and
use the residue as pure clay.

Shake up a tablespoonful of pure sand in a bottle containing ten
inches of water and have the pupils note how quickly the sand settles on
the bottom of the bottle. Repeat the experiment with the same quan-
tity of soil that has been put through the screen. The pupils should
observe that, although a good deal of sand settles, there is also some other
constituent in the soil which remains suspended in the water and makes
the water muddy. In order to find out what this substance is, shake up
about half a teaspoonful of pure clay in ten inches of water and note that
clay makes the water muddy. From this we obtain a method of separa-
ting any burnt soil into sand and clay. Shake up a tablespoonful of
burnt soil in ten inches of water, allow it to stand for thirty seconds and
pour ofT into another vessel the muddy water which contains the clay.
Shake up the residue with ten inches more of water and again allow it to
stand thirty seconds and pour off the muddy water. Continue the
process until the water is clear. The residue in the bottle is sand.

Where it is desired to find the actual percentage of sand in the soil,
take an accurately weighed portion of soil (not more than two ounces)
and separate the sand as in the preceding experiment, using only one
tablespoonful of soil at a time. As each portion of pure sand is obtained,
transfer it from the bottle to a tin pan, using a little water to rinse ofT
any sand which adheres to the sides of the vessel. Place the pan on the
stove, evaporate the water, allow the sand to cool and weigh the dry
material. The percentage of clay may be determined by deducting
the sum of the percentages of all the other constituents from 100.

It is wise to have each pupil separate one kind of soil into sand and
clay by this method, using soils from difTerent gardens and having them
compare the relative amounts of sand and clay in the different soils.

Mrs. Kawler. "I'm glad to hear you say you wish the war were over, Bobby. It's
a very cruel business."

Bobby. "'Tain't that. War makes history, and there's more of that now than I
can ever learn." — C. E. World.

512 THE SCHOOL

Rainfall and Vegetation of Asia

JOHN B. BRENNAN, B.A.
Principal, Queen Victoria Public School, Toronto

[In the December issue there appeared the outline of a method on teaching the
geography of a continent from a rainfall map. This article gives an application of the
method to the geography of Asia.]

IN considering the rainfall of Asia the following points should
be noticed:
1. The great extent of the continent. Four times as large as
Europe, and larger than North and South America together.

2. The continent has no western coast line.

3. The general direction of the mountains is east and west. Some of
these mountains are of prodigious height. A number of them are from
5,000 to 6,000 feet higher than the highest summits of the Andes.

4. From latitude 40°N the prevailing winds are the westerlies.

5. India, the southern part of China, the Indo-China peninsula, and
the Malay peninsula have the benefit of the north-east trade winds.
The southern part of the continent is also affected by the south-west
monsoons which prevail from May to the end of September.

Many parts of the continent, being cut off from oceanic influences by
mountains, have an insufificient rainfall. Hence, much of the interior
is desert-land. This is also the case in the south-west, because the ocean
winds deposit most of their moisture on the African coast.

On the other hand, in the monsoon area of the south and east, the
inflowing winds of summer bring an abundant rainfall, the distribution
of which is affected by the mountains of the western Deccan, Burma,
and the eastern coast. On the north-west coast of India near the
Indus river the monsoon winds are very weak. As a consequence, the
rainfall is scanty. This region is known as the Indian Desert, some-
times called Thar Desert. The monsoon season is a time of great
anxiety to India because the failure of the»monsoon rains affects the
fortunes and even the lives of the people. Failure of the rains means
death by starvation to many thousands.

The Malay peninsula, Ceylon, and the islands of the Malay Archi-
pelago have the double rainy season characteristic of sub-equatorial
regions. The western coast of Japan also receives abundant moisture,
and the snowfall is of phenomenal depth.

The heaviest rainfall in Asia occurs in Assam. The extraordinary
fall in this region is accounted for by the fact that in summer time there
exists an area of low atmospheric pressure in Baluchistan which causes
the south-west monsoons to be diverted up the Ganges valley, changing

RAINFALL AND VEGETATION OF ASIA

513

them to south or even south-east winds. As these winds are warm and
pass directly over the Bay of Bengal, they are heavily moisture-laden.
A fall of more than 600 inches has been recorded in a year on the slopes
of the Khasi Hills.

Vegetation.

In the frozen regions of the tundras along the Arctic coast, inhabited

only by nomad hunters and fishermen, vegetation is restricted chiefly

to mosses and lichens, stunted shrubs and berry-bearing bushes. South

of the tundras lies a forest belt of coniferous trees, larch, pine, etc.

514 THE SCHOOL

Farther south the deciduous trees familiar to temperate Europe are met.
South of these forests are the grassy plains of the steppes. Wherever the
rainfall is sufficient or irrigation is used, these regions yield splendid
grains and fruits. Where the rainfall is scanty, the steppes gradually
pass into the deserts which occupy a large part of the interior of Asia.

The Himalaya slopes have been the chief producers of pine, oak,
walnut, maple and other timbers. Teak is found throughout India.
Sandalwood, boxwood, sal, various palms, and dyewoods are also in-
digenous trees of commercial. value.

In densely populated countries like India and China, pasture must
be limited, except where the rainfall is scanty and there are no facilities
for irrigation. In these countries there are grown immense crops of
wheat, rice, cotton, and tea. India is now the greatest tea-producing
country in the world. China for a long time was the chief producer and
still exports large quantities. •

NoTE.^ — Chief. Wind Belts of the World. In paragraph 2, page 430, of
the article in the February number on this topic, a line was omitted after
line 6 (page 430). The sentence should read, " The air of the more humid
region, being lighter, will ascend, while the heavier air of the drier regions
will flow in below and take its place."

Diary of the War

DECEMBER, 1917.

Dec. 1. German East Africa reported by General Van Dewenter cleared of the enemy /
General von Lettow Vorbeck takes refuge across the Rovuma in Mozambi-
que. British succeed in regaining nearly a mile of front lost near Gouzeau-
court. Germans, however, cause the evacuation of the Masnieres salient-
Dominion Victory Loan subscriptions in Canada reach $416,000,000.

Dec. 2. North of Passchendale the British take 120 prisoners.

Dec. 3. Germans renew attacks south of Cambrai and force the withdrawal from La
Vacquerie and east of Marcoing; enemy repulsed at other places; Clcrmans
claim 6,000 prisoners and 100 guns to date. Krylenko and his Bolshevist
troops capture the Russian Headquarters; General Dukhonin. the Com-
mander-in-Chief, assassinated by the mob; General Korniloff escapes.
British capture the Sakaltulan Pass north of the River Diala; Turks from
the hills north of Deli Abbas are forced to retire up the Kifri road towards
Jebel Hamrin.

Dec. 4. British abandon Bourlon Wood, and some villages without casualties and un-
known to the enemy- President Wilson addresses Congress on the war
aims of the Allies. Enemy renew attacks on the salient from Mt. Sisemol
to the Brenta and storm Mts. Badeneche and Tondarecar. At the Allied
Conference at Versailles General Weygand is to represent France; General
Koch to remain Chief of Staff.

DIARY OF THE WAR 515

Dec. 5. Conference to discuss terms for an armistice opens between the Russian and enemy
Governments. Austro-German attacks resumed on the Italian mountain
flank; some ground including Mts. Zomo and Castelgomberto lost to the
enemy; Germans claim 11,000 prisoners and 60 guns. General Marshall
crosses the Nahrin and drives the Turks out of Kara Tepe. Enemy attack
near La Vacquerie but are repulsed after severe fighting.

Dec. 6. Terrific explosion at Halifax caused by the collision of the French munition ship
Mont Blanc, and the Belgian Relief ship, Imo. Thousands injured and loss
of life almost 1,300. A large part of the city wrecked, the damage being esti-
mated at $3^,000,000. The British, U.S., and Dominion Governments each
subscribe $$,000,000 for relief, and lesser sums are donated by various cities.
Aeroplane raid on London by 5 or 6 machines; two raiders brought down;
7 killed and 22 injured. Enemy break deep into the Meletta group of
mountains and capture Mt. Sisemol; 15,000 prisoners to date claimed by
the enemy. Roumania agrees to an armistice. Lisbon in turmoil against
the Portuguese Government; Provisional Government under D. Sidonio
Paes reaffirms solidarity with the Allies. The U.S. destroyer Jacob Jones
torpedoed and sunk; 37 survivors. .

Dec. 7. United Slates declares war against Austria. British under AUenby take Hebron
in Palestine. British improve their line by the capture of German trenches
near La Vacquerie.

Dec. 8. Jerusalem attacked and isolated by the cutting of the road from Jerusalem to
Jericho, and also the road to Shechem.

Dec. 9. Fall of Jerusalem to General AUenby. French and British reinforce the Italians
on the Northern Front. Italians torpedo two Austrian battleships of the
Monarch type in Trieste; the Wien sinks. The Cossacks under Kaledin
and Korniloff on the Don and DutofT in the Urals revolt against the Lenin
Government.

Dec. 10. Panama declares war on Austria-Hungary. British carry a German post east
of Boursies, Cambrai front.

Dec. 11. General AUenby enters Jerusalem on foot with representatives of Italy,
France, etc. British bomb Pirmasseus railway junction. German aero-
plane destroys British airship of non-rigid type carrying crew of five in the
North Sea. Russian Constituent Assembly meets in Petrograd; it is
attended by Cadets and Revolutionary Socialists, but boycotted by
Bolshevists. Cuba declares war on Austro-Hungary.

Dec. 12. A convoy of eight merchant ships, H.M. destroyer Partridge, and four armed
trawlers sunk off the Tyne. H.M. destroyer Pellew disabled. German
destroyers also sink two steam trawlers and two neutral merchantmen in
the same vicinity. One of H.M. destroyers sunk after a collision ; 2 drowned.
German attack between Bullecourt and Queant succeeds in capturing a
salient to a depth of 500 yards. General AUenby captures advanced line
north of Midieh between Jaffa and Jerusalem and Budrus and Sheikh
Obeid Rahid. Funchal in Madeira is shelled by a German submarine.

Dec. 13. Sir Eric Geddes in the House of Commons states that Germany is building sub-
marines faster than we are destroying them, and that we are losing merchant-
men faster than we are building them. British improve their position near
Bullecourt and capture enemy post south of Villers-Guislain. Austrian
attack on Mt. Grappa defeated; a slight gain in the Orso salient; French
batteries reported at work. General AUenby takes 140 prisoners and ex-
tends his line northeast of Jerusalem. The members of the Constituent
Assembly are dispersed by the Bolshevists.

516 THE SCHOOL

Dec. 14. Germans attack British positions east of Ypres and gain 300 yards near
Polderhoek Chateau. French cruiser, ChateaurenauU, torpedoed and sunk
by submarine, with loss of 10 of her crew; submarine destroyed. Enemy
gain Col Caprile, one of the defences of Valstagna.

Dec. 15. Armistice for a month's truce from Dec. 17 concluded between Russia and Ger-
many; peace negotiations begun. General AUenby advances on a five mile
front northeast of Ludd to a depth of I2 miles. Desperate fighting on the
Italian front. General Sarrail recalled from Salonika; he is succeeded by
General Guillaumet.

Dec. 16. Italians regain the positions lost on Col Caprile.

Dec. 17. Dominion elections show a victory for the Union Government, the majority being
estimated at 44. Bolshevists send an ultimatum to Ukraine demanding free
passage of Bolshevist troops.

Dec. 18. Aeroplane raid on London by six groups of raiders, of which 5 machines reach
London; 10 killed 70 injured. One raider brought down. Austrians capture
Monte Asolone and claim 2,000 prisoners. General Allenby occupies the
high ground east of Abu Dis, two miles southeast of Jerusalem; 117 prison-
ers. Rostoff captured by Kaledin.

Dec. 19. American submarines Fi and F3 collide; Fi sunk with loss of 19 lives. Italians
recapture part of Monte Asolone; fighting on the Piave. Ukrainians
demand from the Bolshevists the recognition of the Ukranian Republic.

Dec. 20. Lloyd George in the House of Commons states that owing to the collapse of
Russia and the Italian defeat fresh demands will be made on thje man-
power of England. British cross the Nahr-el-Auja river and advance four
miles along the Palestine coast. Germans capture an advanced post east
of Messines.

Dec. 21. Italians retake the whole of Monte Asolone.

Dec. 22. Air raid on Kent; one raider crosses coast but is forced to descend; crew
captured, no casualties. Germans drive in British advanced posts a short
distance on a front of 700 yards near the Ypres-Staden railway. H.M.S.
Stephen Furness announced to have been sunk in the Irish Channel; 101
lives lost. Three British destroyers mined or torpedoed off the Dutch coast;
IQJ lives lost. Peace negotiations under presidency of Herr von Kiihlmann
opened at Brest-Litovsk.

Dec. 23. Enemy renew their attacks in the Frenzela Valley taking Val Bella and Col
del Rosso, west of Brenta; 9,000 prisoners claimed. Conscription defeated
in Australia by about 175,000 votes. General Allenby makes further
advances in Palestine.

Dec 24. Italians retake Monte Melago. British air squadron bombs Mannheim.

Dec. 25. Enemy gain further successes on the Val Frenzela,front and reach the village
of Sasso. Enemy demand, in reply to Bolshevist proposals, that Russia's
Allies will recognise and carry out "conditions binding all nations in the
same manner if the suppositions of the Russian expose are to be fulfilled".
British forces pursue enemy across boundary of German East .Africa; their
patrols reach a point 40 miles south of Rovuma river.

Dec. 26. Sir R. Wemyss succeeds Sir J. Jellicoe as First Sea Lord. .Austrians make
further advances. Eleven enemy aeroplanes brought down by British and
Italian squadrons. German attacks on French lines at Caurieres Wood
north of Verdun, repulsed. .Attacks on British lines north of Jerusalem
repulsed.

THE WESTERN FRONT, 1917 517

Dec. 27. British advance north of Jerusalem to a depth of 2yi miles on a front of 9
miles. Germany's reply to Russian peace proposals published. Germans
retreating before British forces into Mozambique capture Portuguese post
on Mt. M'Kula.

Dec. 29. General Allenby advances another three miles, taking Bireh, 9 miles north of
Jerusalem, on the Shechem road; further advance on the Jericho road and
northwest of Beth Horon. Padua bombed by Austrian airmen.

Dec. 30. Germans attack south of Cambrai and penetrate two small salients.

Dec. 31. British counter-attacks regain some of the lost positions near Cambrai.

The Western Front, 1917

iContinued from the February number)

E. L. DANIHER, B.A.
University of Toronto Schools

. , Ludendorff had hoped that his yielding in the

„. _ . , centre would prevent the British army from com-

Vimy Ridge. ■ ^ ■ \.u u- ■ c J u

mg to grips with his main lorces and would com-
pletely disarrange any British offensive moves. But, even while the
pursuit in the centre was being carried on, preparations were being made
to attack the unyielding, pivotal positions on the wings of the retreating
German armies, at Arras in the north and at the Aisne in the south.
The Allies had by this time more than met the German devices in gas,
liquid-fire, mortars, and artillery. They had accustomed the enemy to
"hit-and-run" raids and then, having thus learned completely his
dispositions, had developed the final raid into a "rush".

On April 9th, 1917, between Lens and Arras, the final bombardment
came to an end. Before the sun set that Easter Monday the main
part of Vimy Ridge was in the hands of the Canadians. The remaining
north spur was carried that night. And so fell what the Germans con-
sidered an impregnable rampart! On two separate occasions French
armies had come to grief here in 1915, and a British army in 1916.
Vimy Ridge will live long in the annals of Canadian military history.
The line was advanced two to three miles; 9,000 prisoners and hundreds
of machine-guns fell to the victors, besides vast supplies taken in the
subterranean caverns. To the north and to the south of the ridge other
British forces pushed forward with scarcely less spectacular success.

Haig's generalship shows up well in this blow at Arras. Beyond the
ridge a few miles was the uncompleted Drocourt-Queant 'switchline' in
the Hindenburg system. Drocourt was defended by Lens — ^and Lens,
in turn, by Vimy. It was absolutely essential, then, for I^udendorff to

518 THE SCHOOL

hold Lens, and that in spite of the unfortunate position of his armies in
the plain, dominated as it was by the British artillery on the newly-
captured higher ground. He was forced to try to off-set, at a tremen-
dous cost in German life, the magnificent victory won by the Canadian
and Scottish divisions. Haig had his own way in the matter. Under
these favourable circumstances the battle went on. April. 13th saw
another lunge forward for a mile gain on a twelve-mile front, from Loos
north of Lens to the Scarpe river east of Arras. In the massed defensive
counter-attacks carried out by the enemy a terrible toll was exacted.
Thousands of prisoners were taken and hundreds of guns, not counting
machine-guns. A large portion of the one million of reserves was used
up. LudendorfT could have evacuated much more territory with less loss.
But he had not only failed to prepare the German people for a further
retreat, but rather had led them to stake all on the " Hindenburg myth" ;
and he now had to live up to the expectation he had fostered. Further-
more, the German people and leaders were depending on the submarine
war, and Ludendorff probably thought the thousands of German lives
were well-spent in holding the line just east of Arras.

_ J T> .L...1 The left wing of the retreating German armies

Second Battle , j . . -ru

. . .. was based on an even stronger rampart. Ihe

heights north of the Aisne had held up the Allies

in 1914. These heights, extending from La Fere south to Soissons and

eastward along the north bank of the Aisne, were thickly wooded,

especially the region of St. Gobian. Caves and corridors in the limestone

rock afforded ample protection for thousands of troops. The French

must needs cross a 300-foot depression on their way.

General Nivelle, who had distinguished himself elsewhere, notably
at Verdun, was in charge of the French armies. He seems to have
entertained rather sanguine hopes for the new attack. It was designed to
break the German lines in the south while Haig operated against them
in the north. Success here would have broken the direct communication
between the German forces and the Laon and Verdun sectors, and the
French would then have been fighting along the chord of the arc instead
of on the outside as at present. This high hope was instilled into the
minds of the French troops; the orders spoke of it as "a decisive day in
France's history."

Owing to the difficult terrain and the lack in heavy artillery the way
could not be as thoroughly prepared as in the case of Vimy Ridge. The
front covered in the operations extended from Soissons to Rheims — a
distance of 25 miles. The French assault was beyond praise; in spite
of terrific losses they pressed home the attack. The subterranean corri-

THE WESTERN FRONT, 1917 519

dors, that would have meant comparative safety in the face of a slower Qr
less resolute foe, turned out to be traps for the occupants. The prisoners
taken during the first three days numbered 17,000. But a powerfully
organized counter-attack, directed against a vital point in the French
centre, perceptibly slowed up the advance. In early May the battle
flared up again; the Craonne plateau and the highroad, Chemin des
Darnes, were practically all taken by the French. By the middle of May
the French offensive had virtually come to an end; the yielding German
line was exacting, as in the later stages of the Arras battle, a toll of
French lives out of proportion to the advantages gained. The French,
temporarily exhausted by the great effort they had made, attempted no
operations of first importance during the rest of the year. Such moves
for position as there were will be dealt with in their place. One of these
followed the Aisne battle — the effort to force the enemy out of the high
ground to the north-east of Rheims whence that city was continually
bombarded. After initial success this enterprise was allowed to lapse
because there was not enough force left to drive the blow home.

Concerning the degree of success of the French operations on the
Aisne quite distinct opinions have been expressed. Certainly it did not
fulfil the exaggerated hopes current in the French army; measured by
any other standard the success was very considerable indeed. But the
disappointment and discontent led to another shuffle in French leader-
ship, both in Paris and in the field. There have always been two schools
of thought — those who have favoured sustained offensives with the idea
of breaking through, and those who have advocated numerous local
offensives carefully conceived and economically carried out, so as to
avoid the heavy losses incident to the later stages of a prolonged struggle.
The significance of the changes was chiefly that they indicated the
definite adoption by France of the offensive-defensive method. Retain,
understood to be a strong champion of this system, was appointed com-
mander of the French armies after the Aisne battle in May.

Note — While these larger matters were engaging the attention of
the world, very sanguinary conflicts were occurring along the new
German line between Lens and Laon. Especially bitter were the struggles
at Bullecourt and at St. Quentin. Both were crucial points in the enemy
defence. Bullecourt protected Queant, a junction point for no fewer than
three 'switch-lines' in the Hindenburg system.

The Australians fought here with fine spirit; at one time they were
actually facing west, so mixed up had they become in the maze of
trenches. The stubbornness of the fighting was due to the invisible
nature of the new defence system. But they stuck to it, and finally
f-arried the place in the latter part of May.

520 THE SCHOOL

. Because of the general policy of distinct offeri-

essi es 1 g ^.^^^ ^^^ adopted, and because of the new problem

of the elastic German defence, the logical thing for the British to do was
to institute a drive at some new point where the old trench system was
still in vogue. The danger to Ypres, its importance from a military
point of view, and its bearing on the submarine war, made the salient
south-east of Ypres the logical place in which to carry on the fight. Here
the line bent west, threatening Ypres from the south. The strength of
the salient lay in the Messines Ridge, an elevation of 250 feet, dominating
all the surrounding country.

On this occasion the British superiority in the aerial branch was
most decisive; 24 German machines were destroyed, and 23 were driven
down out of control; the enemy was blinded. The seven days' intense
bombardment ended on the morning of June 7th. The signal for the
launching of the infantry attack was the discharge of 600 tons of ex-
plosive placed under the whole crest of the ridge. By special arrange-
ment Lloyd George was advised of the time and was able to hear the
explosion in London. The 3rd Bavarians, one of the choicest divisions
of German infantry, was defending; the attack was delivered by English
and Irish troops. The whole affair was a brilliant piece of work. At a
single stroke nearly 7,000 prisoners fell into British hands; the threat
against Ypres was dispelled; valuable ground overlooking main roads
and railroads to the east was captured, a point of departure for new
advances.

With the exception of Messines Ridge, June and
Third Battle j^jy ^^^^ comparatively quiet for the British. At

01 xpres. ^j^g mouth of the Yser, near Nieuport, the Germans

had cleverly entrapped and captured 1,300 British troops, driving our
forces back across the Yser. This was an effort to divert impending
operations of the British farther south.

August, September, and October saw the main effort of the Allies
being put forward in the Ypres salient. The capture of the Messines
Ridge in June had really been the first move. At the beginning of August,
after thorough artillery preparation, the wall of the salient was pushed
out two miles over a front of 20 miles. In mid-August the Westhoek Ridge
in the centre, directly east of Ypres, was cleared, and Langemarck, St.
Julien and other historic ground retaken. Then came rumours of plans
of the Germans to flood all the country beyond the ridge. Could such a
thing be done further action on the part of the Allies in this direction
would be rendered useless. A month's lull followed to enable them to get
their bearings.

At the end of that time they seem to have been convinced of the cor-
rectness of their plans; the attack was resumed in mid-September. Hav-

THE WESTERN FRONT, 1917 521

ing established a strong centre on the Weethoek Ridge they- struck
forward with the right and left wings in turn, and then moved up in the
centre. The fighting in the centre for the Passchendaele Ridge was very
stubborn. Canadian battalions are given a good deal of the credit for
its final capture in October. A remarkable stroke of luck aided the
British here. In raising their barrage for their infantry to advance, the
British artillery unwittingly was showering with shrapnel five German
divisions massed for a counter-attack that was scheduled one hour later.
They wrought terrible execution and rendered impossible the offering of
any organized opposition to the British advance.

The purpose of this effort of the British and French at Ypres is still
in doubt. It is probable that it was not a determined effort either to
threaten Lille on the south, or to free the Belgian littoral on the north.
Rather, because of the Russian debacle and the consequent impossibility
of forcing a decision in 1917, this was a struggle for position. The honours
plainly rest with the Allies; the situation around Ypres is, for the spring
of 1918, better than it has been for some time.

While the British were gradually carrying the fighting to the north —
Arras, Messines, Ypres — the French were carrying it to the east — -Aisne,
Champagne, Verdun. At Verdun, the French "Ypres", attacks were
made in August on both sides of the Meuse over a front of 11 miles. A
few days later they progressed still farther on the east side, taking Regne-
\ille and Samogneux. The French are now in a position at Verdun
nearly as good as that possessed in the fall of 1914.

_ , . Only one matter remains to be mentioned — the

closmg battle ot the year at Cambrai, when the
>truggle returns to the centre where it had been in the spring. The ex-
planation for such an effort is not far to seek. It is not at all likely that
the British hoped to crumple up the whole German line. But there was
one thing that they aimed at and attained — they so threatened the enemy
that no more troops could be transferred to the Italian front to deal the
knockout blow there.

There were two or three most remarkable features in this battle.
First, it was a "raid" on a vast scale; there was practically no artillery
preparation, the always-expected signal of serious efforts. It was a
complete surprise; the Germans were caught literally asleep. Second,
the " tanks" were used in larger numbers than ever before. The Germans
could do nothing to stop the progress for some time; a wide deep bend
was made in the line towards Cambrai, breaking through the Hindenburg
line. Unfortunately, it was not long before the Germans counter-
attacked and recovered most of the ground they had lost.

522 THE SCHOOL

Viewed as a whole, the year 1917 presents a very favourable balance
for the Allies. Especially is this true when we remember the breaking
of the Allied superiority somewhat by the defection of Russia, whereby
a state of comparative equilibrium was established. With the accession
of the strength of the United States in 1918 the scale will be again in
our favour as much as it was in January, 1917.

Feeding the Army*

JAMES G. WORKMAN, B.A.

University of Toronto Schools.

THE British soldier in the present European war is probably the best
fed fighting man the world has ever known. His food is plentiful,
varied, and chosen not only to suit the requirements laid down
by dietetic experts but to meet his own peculiar tastes. Moreover, so
observers tell us. Tommy never misses a meal. However the tide of
battle may flow, whether he and his comrades are merely holding the line
in rain-sodden trench or muddy shell crater, or charging the opposing line
amid the scream of shell and rattle of machine gun, his commissariat is
close at hand. The work of the British soldier in the present war may be
strenuous to the last degree, but he is at least well fed.

It is estimated that the official daily ration of a British soldier costs
forty-five cents. Meat, of course, constitutes one of the most important
items on the menu. Thomas Atkins is not a vegetarian and must have
his beef. The regular daily ration is one pound of fresh or frozen meat.
In addition to this he is given four ounces of bacon, usually for breakfast. .
Bread constitutes another substantial part of his fare. Of this he receives
daily one pound or ten ounces of biscuit or an equivalent ration made up
of the two. On certain days of the week he gets a ration made up of
meat and vegetables, cooked and canned, or of pork and beans. Minor
items in the normal daily allowance are ten ounces of rice; two ounces of
butter, which is served three times a week; three ounces of jam; five-
eighths of an ounce of tea or coffee; two ounces of cheese; two ounces of
oatmeal three times a week; three ounces of sugar; one ounce of con-
densed milk; an ounce of pickles three times a week; two ounces of
potatoes; eight of fresh vegetables, when obtainable, or two ounces of
dried \'egetables; salt, pepper, and mustard.

*Thc writer acknowledges his indebtedness to an article on this subject in a recent
issue ol the Saturday Evening Post.

FEEDING THE ARMY 523

Rum is issued at the discretion of the general officer commanding.
Its issue depends upon various circumstances; in cold weather a small
portion is given every day.

The ration just described is the regular issue. It is subject to infinite
substitution as circumstances permit. Experience has shown that
variety in diet is of immense importance in keeping the men physically
fit. Consequently, changes in the menu are provided whenever possible.
In jjermanent camps, the men are encouraged to raise their own vege-
tables, and in some places ambitious individuals have even been known to
undertake the raising of pigs and rabbits with a view to supplementing
their regular fare. Fi.sh, too-^much of it from Canada — is now finding
its way to the front. The War Office has established a great chain of
sausage factories, and the product of these now takes the place of the
fresh meat one or two days in the week.

One other interesting item in connection with the food supplied to
the men on active service should be noted. Great Britain's Army in
France is possibly the strangest assemblage of fighters in point of race
variety ever gathered under one flag. Men from all her dominions have
gathered at her call. White, black, yellow, and brown men. Brahmin,
Mohammedan, Chinaman, Kaffir, Egyptian, East Indian, West Indian,
and South African, all are gathered at the imperial mess-table. John
Bull believes that if these are to be efficient fighters their peculiar eccen-
tricities of taste must be met and satisfied. It is reported that at one
base supply depot, seventeen different diets are supplied.

In some cases religious or national customs have to be respected.
Thus the East Indian troops will eat only goat and sheep meat and this
only when the animal is killed according to certain very sacred rites.
To satisfy this demand a huge goat and sheep farm has actually been
organized and is conducted by native troops. Here Indian priests
attend to the killing of the animals with the necessary oriental ceremony.

The Chinese require little meat, using instead a larger amount of
bread and rice with certain oils as dessert. The Egyptian troops also use
a diet largely vegetable. Thus the peculiar national tastes are pandered
to with the result that one potent source of friction is removed and the
great human war machine is kept running smoothly.

So much for the actual rations issued to the troops on active service.
Now let us turn to the work of supplying this ration to the soldiers.
When we remember that the individual ration described above has to be
multiplied by .some two or three millions, and that all this vast amount
has to be transported over thousands of miles of water, it is possible to
get some faint conception of the task involved in feeding an army.

Since all the supplies of the British Army reach France by water, the
problem of shipping is an extremely imfx>rtant one. Six French ports

524 THE SCHOOL

have been given over to the use of the British troops, three being devoted
entirely to the Northern Army and three to the Southern army. These
ports are known as base supply depots. Each port specializes in certain
goods. Thus, one of the largest handles almost entirely forage, frozen
meat, and flour. "The economy of such an arrangement is obvious.
Immense docks and sheds h^ve been built and every conceivable device
adopted to facilitate the unloading and storing of food stuffs and their
reloading as required at the front. Railways have been built where
necessary, or greatly enlarged where formerly inadequate to handle the
immense traffic.

At each base supply depot huge field bakeries are installed. These
are constantly in action, for bread is truly the soldier's staff of life.
The average output of the largest field bakery is 220,000 two-pound
loaves a day. These bakeries are manned by men who before the war
were bakers. They are under expert supervision at all times. The
flour that goes into them and the bread that comes out is subjected to
rigid laboratory inspection. The bread our boys eat at the front is
safeguarded by every means known to science.

From the base supply depot the supplies are carried by rail up-country
to an advanced supply depot. Here the goods are loaded into squadrons
of motor trucks, technically called the divisional supply column. These
haul the supplies to still more advanced posts called refilling points.
This marks the last stage in mechanical transport. As the firing lines
are approached the roads become more nearly impassable and the horse
and the mule are called into action. Henceforth, and up to the time the
food is delivered to the troops in action, it is conveyed by the divisional
train, which is horse transport. A divisional train consists of 455 men,
375 animals, and 198 wagons.

When the food finally reaches the unit for which it is intended it is
unloaded from the wagons and taken in charge by the battalion quarter-
master who divides it into five parts, one for headquarters, and one for
each of the four companies. In the company the quartermaster-sergeant
puts it up in sacks and gives it to carrying parties who convey it to the
trencl^es.

The manner of cooking depends on the nature of the operations being
carried out by the unit. Sometimes the food is cooked behind the line
and carried up at night in large food containers. At other times it is
cooked in the communication trenches or even in the front trench itself.

Just a word in conclusion with regard to the personnel of the troops
known as the Army Service Corps who are responsible for distribution
of these all-important supplies. Their work may be less spectacular than
that of the fighting troops, but it is quite as essential to victory. Nor is
it without its peculiar dangers. Nothing gives the German gunner

THE WAR IN GERMAN EAST AFRICA 525

keener delight than to plant a high explosive shell in the midst of a well-
laden supply column.

In the Army Service Corps there is endless opportunity to place
men at tasks where their civilian training may be turned to account.
The butchers, bakers, clerks, blacksmiths, bookkeepers, railroad operators,
chauffeurs, etc., all find congenial employment. The officers in a great
many cases are men who were formerly leading figures in the business and
industrial world; their employment undoubtedly saves the Government
vast sums every day. Every single step in the progress of supplies from
the buying point to the front line trenches is checked and counter-
checked. The British Government is determined that after this war
there shall be no unsavoury scandals unearthed regarding the purchase
and distribution of supplies such as have marked the close of every
previous war of any magnitude fought by Great Britain.

The War in German East Africa

A. N. SCARROW,
Faculty of Education, University of Toronto

IN the issues of The School for February and March, 1917, the story
of the war in East Africa was carried up to the beginning of January
of last year. The British forces in their drive southward parallel
to the sea coast had just crossed the Rufigi river and established them-
selves on the southern bank. By a reference to these issues it will be
seen that the plan of the British commander-in-chief. General Smuts, was
to drive the enemy from the north and west of the colony towards the
south-east and there force him to surrender or to cross into Portuguese
territory where he could be rounded up. For this purpose General
Smuts despatched Van Deventer, his old companion in German South
West Africa, through the centre of the colony from Mount Kilimanjaro
to the Central Railway which he cleared up from Kilimatinde to Kilossa
between July 3rd and August 22nd, 1916. Van Deventer then continued
his march southward through Iringa and onward towards Mahenge.
Meanwhile two other lines of attack were developing farther west, one
from the north-west by the Belgians under General Tombeur who was
supported in the drive by the British general, Crewe, advancing south-
ward from Muanza on Lake Victoria; and the other from the southwest
through Rhodesia under General Northey. The expedition from the
north-west, supported also by a British force from Ujiji along the railway,
captured Tabora early in September, 1916, and cleared the surrounding
district. This was an important stroke, as Tabora had been the capita

526

THE SCHOOL

of the natives long before the European nations reached Africa and was
the chief recruiting centre amongst the natives for the German army.
While Generals Van Deventer, Tombeur and Northey had thus been
driving the enemy from the north and west, General Smuts himself was
clearing the northern railway line to the coast and then in conjunction
with the fleet advanced southward, crossing the Central Railway on
August 26th, only four days after Van Deventer reached Kilossa; and
when Dar-es-Salaam was taken by the fleet on September 4th, the whole

Pr^rryVtU^r tC

Map of Africa, showing possessions of tiie different European nations in 1910. Tripoli
now belongs to Italy.iMorocco is a Frencli protectorate, Cameroon now extends mucli

further south.

From Encyclopedia Brilannica.

railway was cleared of the enemy from Ujiji on Lake Tanganyika to the
sea. Between the railway and the Rufigi river there was stubborn
resistance to the British advance through the region of the Uluguru hills,
but this was overcome during the autumn of 1916, and the British forces
crossed the Rufigi early in January, 1917. The enemy was now practi-
cally surrounded in a malarial, district around Mahenge and Mponda,
but was still putting up a vigorous though futile resistance. General Von
Lettow-Vorbeck, the German commander, has been admired for his
determined efforts long after his cause was lost.

THE WAR IN GERMAN EAST AFRICA 527

Toward the close of the year, 1916, General Smuts, owing to the
malarial nature of the district in which the fighting was now taking place
sent back to South Africa about 12,000 white troops, relying on natives,
chiefly the King's African Rifles, under British commanders, to complete
the campaign. In January, 1917, the situation south and east of the
Rufigi had sufficiently cleared for General Smuts to hand over the com-
mand to Major General Hoskins and leave for Europe to represent the
Union of South Africa at the Imperial conference.

Deprived of their railways, their ports, and all of their principal
settlements and penned in an unhealthy and valueless corner of their
land, the enemy's sole aim was to delay as long as possible their final and
formal surrender. In this they were notably successful.

In May the command was handed over to General Van Deventer
and in June another British force landed at Lindi, the most southern
port of the colony, and joined the ring around the enemy. Already part
of the enemy's force had crossed the Portugiiese border, and had been
driven back by Portuguese and British troops in co-operation. It
remained for Van Deventer to clear up this last corner of the colony, and
late in November of last year he reported that reconnaissances had
established the fact that German East Africa was completely cleared of
the enemy. Only a small German force now remained in being, and
this had taken refuge in Portuguese territory where measures were being
taken to deal with it.

With the loss of German East Africa the German Empire is deprived
of the last, the largest and the most valuable of its overseas possessions.
Its 384,000 square miles of territory made up more than one- third
of the total extent of the German foreign possessions. It contained three-
iifths of the white and one-half the black population of the German
colonies. Its potential wealth is estimated in billions.

The sinews of war had been furnished in the main by the Union
of South Africa, which maintained a steady flow of reinforcements
for its two divisions in the field, besides providing a vast amount of
coloured labour and thousands of horses, motors, and ox and mule wag-
gons. But it is well to note also that in his last despatch General Smuts
expressed his indebtedness to the Government of India for keeping up a
flow of reinforcements, remounts, tentage, clothing and miscellaneous
articles, besides the entire food supply for the Indian troops and of flour
and canteen stores for the British. These facts lend force to the right of
Britain's overseas dominions to a part in the peace negotiations and
especially in regard to the disposal of Germany's colonies. General
Smuts speaking in January of this year before the Royal Geographical
Society is reported as follows: "I do not want to speak of the disposal
of German East Africa after the war, but the law of self-preservation

528 THE SCHOOL

must apply to that country where Prussian militarism must never be
allowed to take hold. The East African campaign may be found to be a
most important factor in developing the future and permanent peace'
of the world."

A summary of Germany's lost colonies, with their areas and dates
of capture. — -From the London Tablet.

August 25th, 1914— Togoland, 33,700 square miles.

August 29th, 1914 — -Samoa, 1,000 square miles.

Sept. 11th, 1914 — Bismark Islands, 22,640 square miles.

Sept. 24th, 1914— New Guinea, 70,000 square miles.

Nov. 9th, 1914 — Kiaochow (China), 200 square miles.

July 9th. 1915— S. W. Africa, 322,450 square miles.

Feb. 18th, 1916— Kamerun, 191,130 square miles.

Dec. 1st, 1917— East Africa, 384,180 square miles.

Nature Study for Third Book Grades

PROFESSOR G. A. CORNISH, B.A.
Faculty of Education, University of Toronto

This outline in Nature Study for third forms completes the course
for the Public Schools. It follows the same lines as the preceding out-
lines.

September

(1) 2nd week: Sunflower (Comstock 631-635).

(2) 3rd week: Milkweed (Comstock 540-544).

(3) 4th week: Thistle (Comstock 563-565).

Dandelion (Comstock 572-575; School, Sept./ 14).
Burdock (Comstock 566-569).

Bumble-bee (Comstock 442-444; School, Sept./14).
Chipmunk (Comstock 240-242).

November

(8) 1st week: Dew (School, Oct./ 17).

(9) 2nd week: Rain.

(10) 3rd week: How weeds spread (Comstock 594-595).

(11) 4th week: How weeds are eradicated (Comstock 594-595).

December

(12) 1st week: Injury done by weeds (Comstock 594-595).

(13) 2nd week: Geese and ducks (Comstock 136-142).
' 14) 3rd week: Chick -a-dee (Comstock 66-68).

October

(4)

1st week:

(5) 2nd week:

(6)

3rd week:

(7)

4th week :

NATURE STUDY FOR THIRD BOOK GRADES 529

January

(15) 2nd week: Muskrat (Comstock 218-223).

(16) 3rd week: Winds.

(17) 4th week: Snow and ice.

February

(18) 1st week: Properties of solids.

(19) 2nd week:")

, , „ , , ., Properties of liquids (G. and S. 27-32, 37-40).

(21) 4th week:]

March i Properties of gases (G. and S. 41-54).

(22) 1st week: J

(23) 2nd«week: Study of granite as the basis of soil (Comstock 829-

834).

(24) 3rd week: Making of soil (School, Oct. & Nov. 1915).

(25) 4th week: Constituents of soil (School, Oct. & Nov. 1915).

April

(26) 2nd week: Kinds of soil (School, Oct. & Nov. 1915).

(27) 3rd week: Draining of soil (School, Oct. & Nov. 1915).

(28) 4th week: Use of a flower (Comstock 493-494).

May

(29) 1st week: Flicker (School, Jan. 1914; Comstock 77-79).

(30) 2nd week: Goldfinch (Comstock 49-53).

(31) 3rd week: Currant bush.

(32) 4th week: Raspberry plant.

June

(33) 1st week: Bat (Comstock 243-246).

(34) 2nd week: Plant louse or Aphid (Comstock 392-394). '

(35) 3rd week: Ant (Comstock 419-424).

Topics in the Course of Study and .lessons dealing with each topic.

1. Birds and insects, especially in their relation to agriculture:
Lessons 6, 14, 15, 29, 30, 34, 35.

2. The farm and wild animals of the locality: Lessons 7, 13, 33.

3. Garden work and studies in experimental plots in relation to
home and farm work.

4. The study of common plants, trees, and fruits: Lessons 1, 28, 31, 32.

5. The study of weeds and their eradication: Lessons 2, 3, 4, 5, 10,
11, 12.

6. Observation of natural phenomena: simple e.xperiments to show
the nature of solids, liquids and gases: Lessons 8, 9, 16, 17, 18, 19, 20,
21, 22.

7. Soil studies and experiments: Lessons 23, 24, 25, 26, 27.

Gazetteer of the War

HUGH B. KILGOUR, B.A.
University of Toronto Schools

Lens. — About 100 miles north of Paris; 9 miles northeast of Arras. Has been one of
the northern battle line points in France. In the fall of 1917 the Canadians had some
very heavy fighting on the various hills around Lens. Population, 25,000. Strongly
fortified. In a locality of rich coal fields. Famous for its sugar refineries. Historic
interest hangs about the city; Marlborough's army moved through the district on a
forced march that is famous in military history — 1711.

Lille. — 155 miles northeast of Paris, 26 miles north, northeast of Arras. Another of
the battle line points. A fortress of the first class. One of the strategic points of the
German drive in 1914 and a pivotal point on which the northern battle line has swung
almost continuously. Population 250,000. A city of great beauty. A famous public
square has long been one of the tourists' points of interest. A university enrolling about
the same number as the University of Toronto, a Palais des Beaux Arts, a Pasteur
Institute, 4 library of 100,000 volumes, a museum, make it a city of distinction. The
city is noted for its textile industry.

Passchendaele Ridge. — In Belgium, 6 miles northeast of Ypres, between Roulers and
Courtrai. The Canadians captured the ridge early in 1918 and in February held about
8 miles of the crest. Its great strategic importance lies in the fact that it commands a
wide plain in Flanders. If the Germans held this position during the winter they could
so strongly entrench themselves that great delay and loss of life would be sustained
before they could be forced out when the spring drive opens. Long range howitzers
placed on this ridge can sweep the country with telling accuracy.

Cambrai. — About 80 miles northeast of Paris, 52 miles south of Lille on the Scheldt
river. Famed for its "cambrics" — fine linen fabrics. Population 25,000. Boasts a
great antiquity: on the ancient Roman line of march, stormed and taken by Wellington
in 1815. Valuable as a 'point' for locating the western front line.

St. Qtientin. — On the Somme river 30 miles northwest of Laon, about 75 miles north-
east of Paris. Population 4,000. Manufactures woollen and cotton stuffs. Famous for
its "Hotel de Ville" in mediaeval architecture and a 12th century church famous for its
richly decorated interior. Known in military terms as a pivotal point because its posi-
tion commands the control of important roads and water ways.

{To be continued).

The February Competition in Art

THE comrrrittee regrets that it has been impossible to reproduce
this month more than one of the prize-winning drawings. The
beauty of this illustration would have been enhanced if the colour
scheme could also have been reproduced. This consisted of a contrasted
harmony of blue and white, the white being used for the ornament.

(630]

THE FEBRUARY COMPETITION IN ART 531

The judges have expressed great satisfaction with the high average
attained in ail of the divisions of this competition. In the Public and
Separate School competitions the increase in the number of competitors
and the high standard of the work they submitted are gratifying indica-
tions of the interest taken in the new requirement uniting constructive
■\t-ith decorative design.

In a few of the drawings submitted in competition A, there were some
indications which pointed to a disregard of the condition "to be done
without the teacher's direction". The perspective shown in the draw-
ings seemed to indicate a greater knowledge of the subject than could be
expected of pupils of this age. The conditions of the competition should
be strictly carried out.

On the drawings of candidates in the Lower School division the judges
offer the following criticisms :

(1) On some otherwise very good drawings the student's name was
by far the most prominent feature in size and tone and decorative line.

(2) Other drawings were marred by a heavy, black, ruled table line —
often too high.

(3) In some there was a lack of perspective agreement between the
top and bottom curves of the flower pot.

(4) In others the drawings lacked in life and perspective through an
absence of good contrasts in light and shade.

(5) A number of drawings had cast shadows inconsistently developed
to the right when the light was undoubtedly falling upon the front of
the object. In this connection a careful study of Mr. Bicknell's article
on Shadows in the February number of Thp: School is recommended.

Some of the drawings submitted in the Middle School competition
exhibited the following defects:

(1) If the design and decoration of the object (teapot) is developed
in the_^a/, every part should be kept flat. This was not always done.

(2) If an art rendering of the object (teapot) is attempted, the
decoration on it should also be in perspective. Some drawings omitted
the foreshortening of receding decorative borders.

(3) The term "contrasted harmony" was not understood. Teachers
and students are referred to Cross on Colour, page 32.

A. Forms I and II.

First Prize — Maida Griffith, Dufferin Public School, Owen Sound.
Teacher, Miss Dobie.

Second Prize — Freda Henderson, King George School, Moose Jaw,
Sask. Teacher, Miss E. M. Colling.

Third Prize — Archie Gardner, Ryerson Public School, Owen Sound.
Teacher, Miss Helen M. Shaw.

532 THE SCHOOL

Honourable Mention for Merit — Jack Ferguson, Virgin McLogan, Hubert Carroll,
Joe Morin, Pauline Graham, lorte O'Connor, E. Hackney, Alfred Cox, Anna Von Senten,
James Pape, Loretto Academy, Toronto. Irene Wettlaufer, Katherine Kernahan,
Helena Ferris, Mary Kernahan, Catherine Desroches, Rose Hayes, Cecile Sourcy,
Margaret Gillies, Anna Simpson, St. Joseph's Academy, Toronto. Lillian Guy, Ruth
Cooper, Marie Allward, Dorothy Cooper, Evelyn Cross, King George School, Moose
Jaw. Mildred Stephens, Constance Price, Alec Kinwiski, Janet Ironside, James Forrest,
King Edward School, Moose Jaw Ralph Law, Mollie McAlister, Lilian Presswood,
Prince Arthur School, Moose Jaw. Ortley Swenson, Edith Romans, Gerald Van Kolken,
Fred Reid, Minnie Moore, Jean Munro, Alexandra School, Moose Jaw. Mabel Roles-
ton, Blanche Warner, Myron Martin, Norah Warner, Leslie Pragnell, Alex Dedyluk,
Victoria School, Moose Jaw. Etta Porteous, Jennie Parks, Katie Robertson, Ethyl
Bowerman, Aileen Brownie, Lucille Green, George Cooke, Constance Sivil, Harvey
McCallura, Helen Horning, Jack Thomson, Gladys Eraser, George Finickhani, Helen
McPhee, Helen Merritt, Ryerson Public School, Owen Sound. Muriel Wanoo, Mary
Dicaire, Public School, Martintown. D. McNabb, F. Moore, A. Gardiner, H. Owens,
H. Middlebro, L. Cooper, Melfort Anderson, Hazel Welsh, Donalda Graham, Morrison
Reid, Arthur Davidson, Percy Underwood, Cecil Biggar, Adda Morrow, Alice Jame,
Doris Whitton, Laura Ravin, George Thomson, Evelyn Lee, Nelson Pickell, Robert
Miller, Evelyn Young, Douglas Urquhart, Pearl Smith, Bob Miller, Carlyle Brown,
Orval Van Wyck, Rosemary Pratt, Murray Wilkinson, Ilene McGlenning, Dufferin
Public School, Owen Sound. •

B. Forms III and IV.

First Prize — Neil Campbell, Ryerson Public School, Owen Sound.
Teacher, W. Douglas.

Second Prize — Etta Flanagan, Dufferin Public School, Owen Sound.
Teacher, J, Shaw.

Third Prize — Lilian Marchant, Perth Ave. Public School, Toronto.
Teacher, Edward H. Thomas.

Honourable Mention for Merit — Marie Rellinger, Helen Manley, Emelda Fraser, Dick
Baigent, Loretto Academy, Toronto. Curtis Cross, Inez Siddall, Ivy Failes, Fred Finch,
H. Glen, Vern Hanham, Public School, Port Colborne. F. Thomson, A. Goldsmith, K.
Nelson, H. Horton, Harold King, Donald Patterson, Myrtle Anderson, M. Cooke,
Eileen Carson, Fred Batten, Ottolee Rolston, Olive English, Wilkie Newton, Marion
Peel, Loretta Crecine, May Herbert, Marie Christie, N. McKay, V. Ramsay, Pearl
Carson, Ivy Hunt, A. Cooke, Ryerson Public School, Owen Sound. Robert Sutherland,
King George School; Eva House, Victoria School; Mae Davies, Geo. Wendels, Dorothy
Antritter, Alexandra School; Jack Gibbons, Jean Motta, Warren Williams, Empire
School, Moose Jaw, Sask. Cecilia Beechy, Bertha Goetz, Separate School, Mildmay.
May WVight, Fred Hamlin, Wesley Balmer, Cyril SoUitt, James Wilson, Charles Cope-
land, Herbert Taylor, Perth Ave. School, Toronto. Rae Cuthbertson, Nellie Grayson,
Wildred Reid, Kathleen Quigley, Mary Hawes, Laura Sewell, Sam Ciglen, Public School,
Mcaford. Jack Tizzard, Alan Garvie, Lilly Barton, George Robertson, Vera Miller,
Wilfred Ogg, Islay Brown, Margaret Brown, Mina McCuaig, Harry Barnard, Ronald
Smith, Mary Innes, Beatrice Trotter, Reta Hayward, E. Hawke, Melville Frost, Annie
Beattie, Frances Brown, Gladys Best, Barrett Wilcox, Jean McMillan, Beth Scott,
Donald Robertson, Georgina Gray, Annie Pickell, Edward Brough, Eleanor Paterson,
Madeline McMeekin, Elmer Green, Frances McEachern, Rhoda McFarlane, Reggie
Hart, Bert Little, H. Manning, Dufferin Public School, Owen Sound. Constance

THE FEBRUARY COMPETITION IN ART

533

Clinton, Annie McDermot, Vera Hayes, Vera Goodwin, Marjorie Bigley, Agnes Nelli-
gan, Enid Anderson, Winifred Nolan, Ursula Cross, Matilda Brace, Vera Hinchey, Edith
Melody, Edna Havers, Grace Languay, Lillian O'Reilly, Helen Greene, Clara Besser,
Kathleen Hares, Cathedral School, Hamilton. •

C. Lower School.

First Prize — Sam Kamin, Jarvis Collegiate Institute, Toronto.
Teacher, A. E. Allin, M.A.

Second Prize — Marguerite Kane, Collegiate Institute, St. Catharines.
Teacher, Miss Eva F. MacKenzie.

Third Prize — Jean Thomson, Collegiate Institute, Moose Jaw, Sask.
Teacher, Miss W. Hay ward.

D. Middle School — William Milne

Honourable Mention for Merit — Ernest .Anderson, Austin Grandy, Omemee High
School. VVilma Wilson, High School, Coldwater. Edna Honsberger, Ivan R. Lee,
Collegiate Institute, St. Catharines. B. Coffey, Clara Moore, Margery English, St.
Joseph's College, Toronto. Annie McDougall, Helen Best, Jeanett Taylor, Ruth Brett,
Collegiate Institute, Strathroy. Pauline Brown, Fred Hall, Oliver Austin, Robert Rowe,
Jarvis Collegiate Institute, Toronto. Molly Brannen, High School, Streetsville. Emma
Camps, Continuation School, Winona. Hilda Chapman, Anna Woods, Gertrude

534 THE SCHOOL

Flanagan, Hanna Dwyer, Louise Mulhall, Helen Quirk, Lillian O'Brien, Marie Keating,
Margaret Flanagan, Loretto Convent, Stratford. H. Ross, Margaret Sutherland, M.
Hall, Guida Burton. E. Watson, R. S. Walker. E. Carruthers, Collegiate Institute,
Barrie. Florence Lawrence, Melvin Moyer, High School, Durham. Marie West, Irene,
Spence, High School, Port Perry. T. A. Sweet, M. Puttick, G. Inglis, J. Stewart, M.
Strachan, R. Trebilock, F. B. Davis, G. Webber, N. Woodruff, K. Trebilock, Ina
Guyatt, Collegiate Institute, Hamilton. May Kearns, Teresa Howell, Helen O'Leary,
Evelyn Fitzgerald, Reta Regan, Kathleen Burns, Alexandra Gilmore, Eileen Dunnigan,
Elsa Kastner, Irene Robson, Loretto Day School, Toronto. Helen Osbaldeston, Kath-
leen Byrne, Ella Campbell, Kathleen Callaghan, Viola Broad, Beatrice Brick, Cathedral
School, Hamilton.

D. Middle School.

Special Prize — William Milne, High School, Durham. Teacher, Miss
Julia M. Weir, B.A.

FirstPrize — Blossom Patton, Collegiate Institute, Hamilton. Teacher,
Geo. L. Johnston, B.A.

Second Prize — Muriel Nelson, Collegiate Institute, Barrie. Teacher,
Miss I. K. Cowan, B.A.

Third Prize — Mary O'Leary, Loretto Convent, Stratford. Teacher,
Sister Theodosia.

Honourable Mention for Merit — Helen Gayman, Collegiate Institute, St. Catharines.
Katharine Kemp, Bertha Carbert, Anna Halpin, Eugenia Ducharme, Mary Gaunt,
Nellie De Courcey, Mary Walsh, Loretto Convent, Stratford. Blanche Carruthers,
Margaret McCuaig, Byne Ball, Myrtle Dunnett, Gladys Hickling, Collegiate Institute,
Barrie. R. Ballentine, Myrtle Anderson, K. Lawson, Queen Meinke, Collegiate Insti-
tute, Hamilton. Euena Taylor, Loretto Day School, Toronto.

Because of war conditions, in so far as they have affected business and
transportation in the United States, the prizes for the High School com-
petitions have not yet arrived from Chicago. As soon as they are re-
ceived, they will be forwarded; but prize winners are asked to have
patience for a little while longer, perhaps for some weeks. This delay is
regrettable but unavoidable. Everything possible will be done to hurry
the prizes along. Those for the Public School competitions were sent out
to the teachers concerned on February 15th.

Is Money = making the Purpose of Education for Farmers?

ANDREW STEVENSON, B.A.
Normal School, London

A CONFERENCE was held in London Normal School recently with
the laudable purpose of showing young teachers how rural educa-
tion can be made more effective. The speakers were an editor of
a farm journal, three officials of the Department of Agriculture, and the
Normal School Masters and students. In general the discussion was of a

PURPOSE OF EDUCATION FOR FARMERS 535

high tone. But a lower note was struck when thexauses of the depopula-
tion of the rural districts came under consideration. One prominent
speaker was understood to assert that the only way to induce young men
and young women to remain on the farm is to show them how to make as
much money there as they could make in the citj'.

Statements of this nature are not exceptional. They are too often
made in rural conferences and in the columns of agricultural journals.
Nevertheless, they convey a false and most pernicious doctrine. Unin-
tentionally, but none the less really, the doctrine teaches that farmers
as a class are among the lowest and meanest of mankind, actuated by
only the basest and most selfish motives. It is true that selfishness does
manifest itself in some farmers, as, for instance, those who take advan-
tage of the present scarcity of fuel to demand from twenty-five to forty
dollars for a cord of wood. But, as a class, farmers are quite as unselfish
as any other class, and it is strange to have them represented otherwise,
even unintentionally, by persons who speak and write as their counsellors
and friends.

Now, in spite of many assertions to the contrary, money-making is
not the chief end of living to farmers or to any other class in a civilized
countr>'. To say that it is is a slander on mankind. Is it a desire to make
money that has taken our men and women of all classes to the fighting
lines, whether serving in the trenches or as supply men, doctors and
nurse's? A much better way to make money is to stay at home and play
the part of a profiteer on the farm or in the city.

And take the commoner occupations under common conditions.
Wouldn't it be ridiculous to say that the only way to induce young men
and young women to enter the professions of teaching or preaching or
nursing or doctoring would be to show them how they could make as
much money there as in any other occupation? Bankers and brokers,
lawyers and promoters, merchants and manufacturers, politicians and
pill makers, lumbermen and miners — ^all these may expect to become
millionaires, even multi-millionaires, and perhaps lose their immortal
souls in the process! But who ever heard of a man becoming a million-
aire by teaching or preaching! Teachers and preachers and doctors and
nurses have something better to do than to make money. They don't
march with the procession of money-makers because they hear a different
drum— a drum that plays some other tune than merely that of money-
making.

No; there are other and better ways of making farm life attractive
than merely by showing it to be a means of making money in abundance.
If nature study and poetry, elementary science, hygiene and geography,
history and civics — if these subjects are not presented by rural teachers
in such a way as to add immeasurably to the interest and attractiveness

J36

THE SCHOOL

of farm life for these pupils and for their parents, without specially ap-
pealing to material gain, then the full potentialities of these subjects are
certainly not being developed as they should be. The way to remedy
this evil is to awaken the rural teacher to an active sense of the duties
and responsibilities of her position, not to set up a golden calf for the
children and their parents to worship.

Leading Western Educationists I.

IT has been a fortunate thing for
Western Canada that such a
large number of her teachers
have come in contact' with Dr.
Mclntyre. For thirty years he
has been Principal of the. Pro-
vincial Normal School at Winni-
peg where thousands of teachers
have been under his care. Each
year large classes go out carrying
the inspiration, the ideals of the
man, and through these teachers
his influence has been imparted
to many thousands of boys and
girls. Truly, he has had a large
part to play and one of grave re-
sponsibility. In all hi| work Dr.
Mclntyre has always stood for
the highest ideals of the teaching profession, looking at it in its truer and
wider phase of public service.

Dr. Mclntyre was born at Balderson, about 6 miles from Perth,
County of Lanark, Ontario, in 1861. Early in life the lure of the West
attracted him and he came to Manitoba in 1880. Joining the staff of
the High School in Winnipeg, he soon made evident his ability, earnest-
ness and general power to manage and influence young people. So when
Dr. Goggin left the Normal School in 1888, it seemed quite natural that
Dr. (then Mr.) Mclntyre should succeed him. He has held this office
ever since.

His activities, however, have not been confined to the Provincial
Normal School. For about thirty years he has been a member of the
Manitoba University Council and of the Board of Studies. In these

PUNISHMENT 537

capacities he has been a powerful factor in the development of that
institution, standing for expansion and the wider usefulness of the
University.

Of course, he has always been a prominent figure at Teachers' Con-
ventions, local, Provincial and Dominion. His wide experience, his
sanity, and, above all, the contagious enthusiasm of the man, made him
a central figure. Some of the more conservative may at times have
criticized him and thought he had "fads", but his "fads", like those of
Professor Dewey of Columbia, became their own ideas later on.

Dr. Mclntyre is an excellent platform speaker, with a magnetic per-
sonality, a clear voice and a quiet, decisive manner that always gives
assurance to what he says. Whilst he may not have a " Niagara of
words", he is never at a loss in elucidating in clearest language the more
complex problems of modern education in their wider phases as well as
in their special pedagogical bearing. He is, therefore, in great demand
at public functions generally, and is one of the best known public men of
the West.

Dr. Mclntyre obtained his B.A. and M.A. degree from the University
of Manitoba, and McMaster University conferred on him the degree of
LL.D. For many years he has been managing editor of the Western
School Journal to whose columns he Contributes constantly. He has also
found time to write and to edit many textbooks — all in a thorough
and capable manner. Though he accomplishes an astonishing amount
of work he seems always to have plenty of leisure, is a very enter-
taining conversationalist, and a man such as one delights in having as a
friend.

E. K. Marshall.

Punishment

p. F. MUNRO, M.A., B.PAED.
Riverdaie Collegiate Institute, Toronto

WHAT is punishment? Speaking generally, punishment is an evil
or pain, or inconvenience consequent upon a crime or mis-
demeanour. It is devised and inflicted, so far as human laws
are concerned, in consequence of disobedience or misbehaviour on the
part of those to regulate whose conduct such laws are made from time
to time.

The meanings and applications of terms vary. If an illegal act is
committed against the best interests of society we use the term crime
or offence; but if against, say, the regulations or rules of the Department

538 THE SCHOOL

of Education or of a school or a club, we are content to describe such a
breach as an offence, a misdemeanor, or a violation. In each such case a
penalty or punishment is attached, and is supposed to be inflicted.

On entering the moral world, where a standard set of rules governing
social relations and conduct in general is in vogue, we term a breach of
the laws anything from impropriety to sin, running through such a series
as offence, violation, transgression, error, moral blunder, moral ineptitude.
Here let it be noted that many moral offences are not recognized by law
as crimes, and hence no punishment attaches. This is a weakness in
our legal system and explains the oft-heard rebuke of a judge to a culprit:
"The law has no hold on you; but morally you are guilty". However,
this is an age-old problem. Where and when should the State take con-
trol of moral issues and by statute help men and women to walk the
straight path of rectitude? The case of prohibition is a case in point.
What should the law be? What should the punishment be for violation
of the law? How far does such interference by the state conflict with,
or curtail the rights of, the individual? To-day modern psychology
(which indeed was scouted in 1895, say, by some outstanding philosophers
of the "speculative idealism" school) maintains that a man's moral
"will" is a result of his training, not his training the result of his "will".
The sum or summation of his tendencies constitutes his "will." Now,
in his training, environment counts for much. Hence anything that
betters his environment will obviously mould and determine his "will"
for good or for ill. Prohibition of the liquor traffic is considered one of
such agencies, as it surely improves the environmental factors of a man's
conditions of living. Collective public sentiment, assuming the truth
of such reasoning, has expressed itself practically by abolition of the bar.
Provincial and Dominion-wide prohibition. Some jjeople, it is true, still
claim (and declaim, too) that prohibition is an interference with in-
dividual liberty. Such restrictions are a hardship, they say. Indeed,
to those who wish still to have access to the 'still' or vats of Bacchus,
whether as makers or takers, prohibition is, perhaps, a real punishment.

Furthermore, in a colloquial sense we speak of punishment as mere
bodily pain without reference to violation of law. For instance, in a
pugilistic encounter or in a rugby, hockey or lacrosse game, we call the
pain inflicted by one man on another punishment. "He took his
punishment and came back smiling for more" is a common statement
found in the sporting page.

Why do we punish? The answer to this involves the question of
"theories of punishment". Historically, we have three theories: 1. The
reformatory (or educative). 2. The retributive. 3. The preventive
(or deterrent).

PUNISHMENT 539

According to the first view, the aim of punishment is to educate or
reform the offender himself. This is the present-day view as seen in
prison reform carried on by the Ontario Government, and the Juvenile
Court experiments. "Better to have a fence at the top of the clifT than
a hospital at the bottom". This idea might have been applied to the
present world-war; but things are otherwise.

By the retributive we aim at allowing a man's deed to return upon
his own head, i.^., to make it appear that the evil consequences of his
act are not merely evils to other members of society, but evils in which
he himself, as a member of that society, is involved. There is danger
here of permitting or at least encouraging the unchristian passion of
revenge, of which Milton says:

" Revenge, though sweet at first,
Bitter ere long
Back on itself recoils".

However, retribution inflicted by an impartial (if human nature may be
impartial) court of justice need not involve this feeling.

According to the preventive' theory, we endeavour to deter others
from committing similar offences. Whether it wholly achieves this
object is still debatable, as witness the arguments pro and con on capital
punishment. "You are not punished for stealing sheep, but to prevent
sheep from being stolen" was wont to be the dictum of the judge, and
this expresses the essence of this kind of punishment.

It is apparent to anyone who gives the matter "some thought that in
every infliction of punishment there is a part played by each of the
three kinds. An act is a crime when it offends against the strong and
definite collective sentiments of society. It is a crime because it offends;
it does not offend because it is a crime. On such a basis it is arrant
nonsense to make hair-splitting, subtle distinctions between the reform-
atory, the retributive, and the preventive views of the reaction which is
termed punishment. If a robber attacks me at night in the street and
I knock him down in self-defence, what's the use of asking whether my
action is meant to cure him of his insolence, to punish him for attempted
robbery, or to prevent him from attacking me again. All three aspects
are involved. This view gives unity to those aspects. Punishment
equals the recoil of guilt upon the offender.

We shall next consider punishment as applied to the family and
the school.

"Ma," said a discouraged little urchin, "I ain't going to school any more."
"Why, dear?" tenderly inquired his mother.

"'Cause 'taint' no use. I can never learn to spell. The teacher keeps changing
words on me all the time." — Occident.

Recent Educational Books

(The books listed here have been received from the publishers during the past
month. Reviews of most of them will appear in forthcoming issues.)

History of The Pilgrims, by May E. Francis. 30 pages. Price 10 cents. Correll-
Francis Company, Waverly Iowa. This is a charming little story of the struggles and
the hardships of the Puritans who came to America m the Mayflower. Thoiigh mtended
primarily for children of the United States, it will, if placed m the school library, be of
considerable interest to Canadian pupils of Third and Fourth Book Classes.

Contest Arithmetic, by Floe E. Correll and May E. Francis. Correll-Francis Com-
oanv Waverly Iowa. 71 pages. Price 25 cents. Based on children s love for com-
petitions this book is prepared to furnish drills, exercises, and problems for supple-
mentary'work, for reviews, for tests, for examinations. The answers are given. The
work covered is from the four simple rules to percentage and square root. Tlie problems
are all practical and the appeal throughout is to preparation for life and to the spirit of

'^^^ Numerical Trigonometry, by N. J. Chignell. 126 pages. Price 60 cents, postpaid.
Oxford University Press, Toronto. . , „, t^ i, c^ r> • on

Commercial Geography of the British Empire, by McDougall. 64 pages. Price 20
cents, postpaid. Oxford University Press, Toronto. „„„,,„ ^ ,, v i

Text-book of Botany, by Allen & Giebert. 459 pages. D. C. Heath & Co., New York.

Science for Beginners, by Delos Fall. 382 pages. World Book Co., \onkers-on-

Exercise and Review Book in Biology, by Blaisdell. 152 pages. World Book Co.,
Yonkers-on-Hudson, N.Y. , „„ , , .

Primary Language Stories, by A. G. Deming. 49 cards. 30-page manual for teachers.
Price 36 cents. Beckley-Cardy Co., Chicago. „ . ., ^„ ^ t „« i j

r/ie Br(«£)n MoM5«, by Herbert Quick. 310 pages. Price $1.50 net. Geo. J. McLeod,

Ltd., Toronto. „ . „„ c- , »

The Continents and their People, Asia, 198 pages. Price 60 cents. South America,
189 pages. Price 55 cents. North America, 299 pages. Price 64 cents. Africa, 210
pages. Price 55 cents. By J. F. Chamberlain and A. R. Chamberlain. The Macmillan

'Burns— How to Know Him, by W. A. Neilson. 332 pages. Price $1.50 net. The
Bobbs-Merrill Co., Indianapolis, U.S.A.; Geo. J. McLeod, Ltd., Toronto.

Tennyson — How to Know Him, by R. M. Alden. 376 pages. Price $1.50 net. Bobbs-
Merrill Co;, Indianapolis, U.S.A.; Geo. J. McLeod, Ltd., Toronto.

Wild Animal Ways, by Ernest Thompson Seton. 140 pages. Price 60 cents net.
The Houghton Mifflin Co., Boston, Mass.

Plane Trigonometry, by Eugene Henry Barker. 172 pages. Price $1.00. P. Blakis-
ton's Son & Co., Philadelphia, Pa.

Ancient Rome, by Rev. James Baikie. 88 pages. Messrs. A. & C. Black, London,
Eng.; The Macmillan Co., Toronto. This is a most beautifully illustrated book and
is so writterf as to appeal to children of from 12 to 16 years of age. The old legends are
told in a charming fashion.

Some Nursery Rhymes of Belgium, France and Russia, by L. Edna Walter and Lucy
Broadwood. A. & C. Black, London, Eng.; The Macmillan Co., Toronto. A book of
nursery rhymes set to music and beautifully illustrated^ in colour. Very suitable for
kindergarten and primary grades.

Effective Public Speaking, by Jos. A. Mosher. 188 pages. Price $1.50. The Mac-
millan Co., Toronto. Who would not wish to have the power to speak effectively in
public? This book seems to be a ver>' complete guide.

Amateur and Educational Dramatics, by Evelyne Hilliard, Theodora McCormick, and
Kate Oglebay. 169 pages. Price .SLOG. The Macmillan Co., Toronto. "The fact that
things done are greater than things heard would seem to argue that teaching reading to
beginners can be done more quickly, and with greater accuracy, through dramatic form
than in other ways". So begins chapter III in this book. Children's plays, the teaching
of reading by means of dramatics, the dramatising of well-known classics, the body as an
instrument in dramatics, are among the main topics presented.

Uur Sea Power, by H. W. Household. 179 pages. Price 60 cents. The Macmillan
Co., Toronto. A book which every boy and every girl will thoroughly appreciate. It
shows the meaning of naval supremacy and its importance. It treats in a most interest-
ing manner the story of the development of Britain's sea power. There are numerous
illustrations.

[540]

HINT FOR THE LIBRARY 541

English Essays, by D. T. Pottinger. 331 pages. Price 25 cents. Another of Mac-
millan's Pocket Classics. This is an anthology of English essays which every teacher of
English will appreciate. It includes the work of authors from Bacon to Lucas.

The Call of the Wild, by Jack London. 132 pages. Price 25 cents. The Macinillan
Co., Toronto. This addition to Macmillan's Pocket Classics gives London's famous
story in excellent form for children, also an introduction, life of the author, and copious
notes.

Introductory Geography, by H. C. Barnard. 154 pages. Price Is. 8d. A. & C. Black,
London, Eng. ; The Macmillan Co., Toronto. Teachers of geography will find this an
excellent book for junior classes. It is beautifully illustrated.

The Story of Rosalind and Orlando, The Story of the Merchant of Venice, The Story of a
Midsummer Night's Dream, The Story of Macbeth, by Walter Higgins. 32 pages each.
Price 3d. each. Blackie & Son, London. A synopsis of each play has been made by
using Lamb's Tales and Shakespeare's text. These should be very suitable for Public
School classes.

Stories and Poems from Famous Russian Authors, by P. M. Smirnoff. 187 pages.
2/6 net. Blackie & Son, London, Eng. Students of the Russian language should find
this interesting and useful. There is a very complete vocabulary.

The Army Ttctor's Precis Book, by A. Grant. 240 pages. Price 3/6 net. Blackie &
Son, London. An excellent book for reproduction work in High School classes.

Hernani, by Victor Hugo. 116 pages. Blackie & Son, London. Price lOii. Edited,
with notes and questionnaire, by F. W. Odgers.

Hint for the Library

Our Government, by Mabel McLuhan Stevenson. 178 pages. Price 60 cents net.
Geo. J. McLeod, Ltd., Toronto. This is an admirable volume and is the only book of its
kind that the present reviewer has seen which deals with the subject of government in a
manner that is intelligible to every reader, be he child or adult. The topics discussed are
those with which every citizen who prides himself in his citizenship should be familiar.
It makes clear the machinery of government, from that of the elementary school to that
of the Dominion of Canada. It describes fully the intricacies of marking ballots, com-
piling voters' lists, conducting elections, and enumerates the various courts charged with
the administration of justice. A chapter is devoted to the importance of a higher
standard of public health and the means of .securing this. Among several useful appen-
dices is one giving the rules of procedure in public meetings — a necessary and useful
piece of information. The simplicity of the style, the clearness and brevity of the
descriptions, make the book very suitable for use in elementary and secondary schools,
very appropriate as'a reference book in private libraries and extremely useful to citizens
generally. .s. j. K.

Older Boys and Increased Food Production

C. M. WRIGHT
National High School Boys' Work Secretary, Y.M.C.A.

UNDER the direction of the Dominion Board of Food Control, the
Boys' Department of the National Council of the Young Men's
Christian Association has been asked to co-operate in the en-
listment and supervision of at least 25,000 older boys in Canada during
the coming summer.

The need of increasing the world's supply of food is very acute.
Experts declare that the surplus is all but exhausted and the heavy sub-

542 THE SCHOOL

marine losses make the problem still more serious. There is less labour
available in Canada than ever before. Therefore, we must look to the
older boys to step into this breach and do their part that Canada may
contribute her utmost in this time of the world's extremity.

Last year's experiment in Ontario and in a few parts of other Pro-
vinces was highly successful. Both farmers and boys were, in the
majority of cases, well satisfied and many of them were enthusiastic. The
boys did the work. They were apt learners. Having enlisted with the
service motive uppermost, they did noble work. The facts that the
demands for boy heljiers this year are much more numerous and that the
wages offered are considerably higher in the case of the farmers who had
boys last year, witness to the good work done by them. The boys them-
seK'es had the satisfaction of knowing that their work had counted. They
gained a great deal of experience and a little extra cash. Most of them
came back from the farms stronger and more robust than they had ever
been. They made less money than factory work would have provided
but they gained what money could not buy.

This year enlistment will be Dominion-wide, in all probability during
the third week in March. Boys fifteen to nineteen years of age in our
High Schools are to be specially urged to enlist for farm service in "The
Empire's Second Line of Defence" and to be ready on seven days' notice
to take up work on the farm as soon as the requirements of the Provincial
Departments of Education permit. Boys thirteen to fourteen will also
be given an opportunity but they will be urged to do their work on farms
of their parents or relatives and not among strangers.

Test examinations will undoubtedly be required, for the educational
standards must not be lowered any more than is absolutely necessary.
But the world's crisis must be recognized and even if it might mean the
loss of certain examinations in special cases, necessity would seem to
justify that.

When special instruction has been given to the boys and they have
been placed on farms, Y.M.C.A. workers will endeavour to keep in close
touch with them, that conditions may be made as favourable as possible
for them and that they may be related to the churches in the locality
where they are labouring.

The Dominion Government is prepared to present badges to those
who qualify by definite periods of service and it is probable that at the
end of the season when the harvest has been gathered, the National
Thanksgiving Day will be used for the recognition of the labours of the
older boys.

The co-operation of the teachers, parents, and all especially interested
in the welfare of the boy is invited that the experience may be as valuable
as possible to all.

Notes and News

The results of the December examinations in pedagogy conducted by
the Faculties of Education of Queen's University and the University of
Toronto are as follows :

Queen's University. Doctor of Pedagogy. Science of Education—
A. D. Colquhoun, B.A., B.Paed., Ottawa; W. J. Saunders, M.A., M.S.,
Kingston; Geo. M. Weir, B.A., Saskatoon, Sask. (with honours). History
of Education — Jas. Bingay, M.A., Glace Bay, N.S. (with honours); A. D.
Colquhoun, B.A., B.Paed., Ottawa (with honours); J. S. HufT, B.A.,
Regina, Sask. (with honours); C. A. Latour, B.A., Ottawa; G. A. Miller,
M.A., Ottawa (with honours) ; J. R. Tuck, B.A., Camrose, Alberta; Geo.
M. Weir, B.A., Saskatoon, Sask. (with honours). Educational Psychology
— G. B. Stillwell, B.A., Moose Jaw, Sask. Educational Administration — •
Jas. Bingay, M.A., Glace Bay, N.S. (with honours); J. S. HuflF, B.A.,
Regina, Sask. Bachelor of Pedagogy — Science of Education — J. G.
Niddrie, B.A., Edmonton, Alberta. Educational Psychology — D. K. Fin-
layson, B.A., Grand River, N.S.; W. M. Shurtleff, B.A., Kingston, Ont.
Educational Administration — Jas. Froats, M.A., Finch, Ont.; Wm. E.
Shales, M.A., IngersoU, Ont. J. M. Hutchinson, B.A., J. M. McCut-
cheon, B.A., and George M. Weir, B.A., have completed the course for
the degree of Doctor of Pedagogy, including the required thesis. D. K.
Finlayson, B.A., James Froats, M.A., and William E. Shales, M.A., have
completed the course for the degree of Bachelor of Pedagogy.

University of Toronto. Bachelor of Pedagogy — History of Educa-
tion— ^Walter E. Shales, Pembroke. Educational Administration —
Walter E. Shales, Pembroke. Doctor of Pedagogy — Science of Educa-
tion— ^J. G. Althouse, Gait; J. T. M. Anderson, Yorkton, Sask.; Brother
Austin (Austin Dee), Aurora; W. C. Froats, Carleton Place; C. E. Mark,
Ottawa; J. S. Mills, Richmond, Que. Educational Psychology — G. H.
Armstrong, Toronto; D. E. Hamilton, Toronto. History of Education —
D. E. Hamilton, Toronto ;C. E. Mark, Ottawa; J. H. McKechnie, Regina,
Sask. Educational Administration — D. E. Hamilton, Toronto; George
Hindle, Trail, B.C. ; J. H. McKechnie, Regina, Sask. J. T. M. Anderson,
Yorkton, Sask., and W. N. Bell, Paris, have completed the academic
requirements for the degree of Doctor of Pedagogy.

Owing to changes in the Normal School curriculum, the Normal
School masters were not able to write on the examination in pedagogy
held in December and another examination is announced for the suc-
cessive Saturdays in April. Summer courses in pedagogy subjects were
given at Queen's University in 1917; in 1918 they will be given at the
University of Toronto as outlined elsewhere in this issue.

[.543]

544 THE SCHOOL

To fill the vacancies on the inspectoral board caused by the recent
deaths of Inspectors W. F. Chapman and E. W. Bruce, the Toronto Board
of Education has appointed Neil S. MacDonald, B.A., Principal of
Ryerson Public School, and Walter Bryce, B.A., Principal of Williamson
Road Public School.

John B. Brennan, B.A., Principal of Queen Victoria Public School, has
been appointed Principal of Ryerson Public School, one of the, practice
schools for the Faculty of Education, University of Toronto.

Donald D. MacDonald, B.A., Principal of McMurrich Public School,
has been appointed Principal of Orde Street Public School, the new
practice school for Toronto Normal School. This appointment is to take
effect next September.

Lieut. J. A. Dewart, who was Principal of Stamford Public School,
Niagara Falls, before enlistment, has been awarded the Military Medal
for bravery in battle.

In order to improve his pupils' work in composition and geography,
an Alberta teacher would like to arrange for correspondence between
them and the pupils in some school in Eastern Canada or in Ontario.
Any teacher who would like to make use of this method might send name
and address to this office.

J. de B. Saunderson, B.A., formerly of Tilston, Man., is now Principal
of the Intermediate School at Stony Mountain.

J. R. McLellan of Ritchie, Sask., has enlisted for overseas service with
the 249th battalion, C.E.F.

John J. Bell, B.A., has been appointed Principal of Gananoque High
School.

Ernest W. Dalton of the class of 1915-16 in the Faculty of Exiucation,
Toronto, has enlisted with the 63rd battery, C.F.A.

Mrs. Hazel Evans Hull has returned from Cleveland, Ohio, and
accepted a position on the teaching staff of the Hagersville Public School.

W. L. Miller has removed from Tisdale, Sask., and is now on the staff
of the High School at Glenboro, Man.

Of last year's class in Stratford Normal School, John A. Macdonald is
teaching in S.S. No. 9 Kincardine and Miss Rosella Cronin is at R.R.
No. 5, Picton.

Additional news of the class of 1916-17 in the Faculty of Education,
Toronto, is as follows: Harold O. Rumble is on the staff of Blenheim
Public School; Miss Edna F. Duffey, B.A., is a member of the High
School staff at Granville, Ohio; Miss Mary E. Scott is teaching a Senior
First Class in the King Edward Public School, Brantford; Miss Myrtle
Magec is at Glen Meyer; Miss Mary G. Bayne is at R.R. No. 1, Embro;
Miss Erie R. Going, B.A., is teaching history and household science in the
Collegiate Institute at Virden, Man.

NOTES AND NEWS 545

For particulars of Toronto Faculty of Education Reunion see page XI
of this issue.

Alberta

A. J. Watson, B.A., of the High School staff, Edmonton, and G. S.
Lord, B.A., of the staff of the Central Collegiate Institute, Calgary, have
recently been appointed Inspectors of Schools.

J. A. Smith, B.A., Inspector of Schools, Calgary, has been appointed
Registrar and Inspector of High Schools for the Province. The vacancy
made in Calgary by this appointment will be filled by Inspector G. W.
Gorman, while Inspector J. E. Hodgson, Macleod, will succeed Mr.
Gorman in Medicine Hat.

On Sunday evening, December 16th, a memorial service was held in
the Camrose Methodist Church in honour of the late Lieut. E. K. Van
Patten who was killed in action at Passchendaele Ridge. Lieut. Van
Patten was formerly a member of the teaching staff of the Camrose
schools.

The students of the Crescent Heights Collegiate,' Calgary, are pre-
paring to present two of Shakespeare's plays ih April, viz., The Taming of
the Shrew and Midsummer Night's Dream. The students of Grade XII
are also writing an original play of their own which will be put on as a
matinee, that is to say, if it is suitable for presentation.

R. A. Barron, B.A., formerly Registrar of the Department of Educa-
tion has been appointed provincial organizer and supervisor of con-
solidated schools.

The first moving picture machine to be used in a Public School in
Alberta was installed by H. P. Brown of the University extension de-
partment at Ryley a short time ago. The machine is of the Pathescope
film type representing an outlay of about $175.00. More recently a
machine of similar type has been installed in the Calgary Normal and
Practice schools.

Hon. J. R. Boyle, Minister of Education, announces that the Govern-
ment contemplates the establishing of a general system of medical in-
spection for the school children of the Province. In the cities and towns
this is likely to be made compulsory at an early date, the work to be done
probably by officers employed by the trustee boards. The larger cities,
of course, have had such a system of medical inspection in operation for
a numVjer of years. For villages and rural schools the medical inspectors
will probably be employed directly by the Government. It is proposed
to appoint two such rural inspectors and two nurses right away and later
to expand the work along lines suggested by the experience of these
officials.

546 THE SCHOOL

D. H. Kenney and Miss Winnifred Cashman have recently joined the
staffs of the Separate Schools in E)dmonton.

Marshall Mallett, a recent graduate of the Camrose Normal School,
has enlisted in the C.A.M.C. and is now in Calgary.

Saskatchewan

Hon. W. M. Martin, Premier and Minister of Education, has given
some interesting facts and figures with reference to the operation of the
new School Attendance Act. Last year, before the Act was in operation,
the fiercentage of attendance in L450 schools in the older settled parts of
the Province was, on a certain day, 68 per cent. This year, on the same
day, the attendance in the same schools was 76 per cent. Under the new
Act the enforcement of attendance rests with the Department of Educa-
tion rather than with the local authorities. It was found that there were
60,723 pupils of school age in rural and village districts; of these 14,043
were irregular in attendance or were not attending school at all. Cour-
teous letters were sent from the Department to the parents of these
14,043 children and the teachers were asked to make a report. The
result was very gratifying. Out of that total only 5,510 parents had to
be sent the 'five-day warning'. On this final notice all reported to the
schools except 930 and these delinquents have been dealt with by the
provincial police.

In referring to the question of inspectors, Mr. Martin pointed out that
in the past it has been found impossible for the inspectors to visit all the
schools in the inspectorate in the year. At the close of the present year,
however, he felt sure that he would be able to state that every school has
been inspected. There are a number of schools in the Province, officially
known as "weak schools", which should receive more than one inspection
a year, and Mr. Martin stated that he has no doubt that public confidence
in the schools of the Province would be greatly restored by the fact that
provision was being made whereby it would be possible for every school
to be properly inspected. — Public Service Monthly.

Mr. James Duff, Inspector of Public Schools, was appointed on
December 27th Chief Inspector of Public Schools and assistant Inspector
of High Schools and Collegiate Institutes. Mr. Duff has had a long ex-
perience as teacher in Public Schools both in Ontario and in the West.
In 1911, while acting as Principal of the High School at Weyburn.he was
appointed Inspector of Public Schools, which position he has since filled
with marked success. For a number of years he has acted as chairman
of the board of examiners at the annual Departmental examinations. He
was thus brought into close touch with the Public and High School teachers
of the Province. For the past two years Mr. Duff has assisted in the

Continued on page 548

THE SCHOOL

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548 THE SCHOOL

inspection of High Schools and Collegiate Institutes and in the future this
will form part of his work. — Public Service Monthly.

The maximum salary of Saskatchewan Inspectors has been increased
to $2,400 per annum and the salary for Normal School masters has been
increased $200. During 1918 ten additional Inspectors will be appointed,
making the total number for the Province forty-five.

A. Kennedy, M.A., Inspector of Schools in the Weyburn district, has
been named as state director for Saskatchewan on the executive of the
National Education Association, being the first individual outside of the
United States to be placed on the executive of this association. He
expects to attend its convention in Atlantic City from February 25th to
March 2nd, at which probably 6,000 delegates will attend. At the same
time Mr. Kennedy will attend the annual meeting of the School Garden
Association of America, of which he has been a director for some years,
and will give an address on the subject of the child's share in food pro-
duction.— Public Service Monthly.

Manitoba

The Annual Convention of the Manitoba School Trustees' Associa-
tion is to be held in Winnipeg on February 26th, 27th and 28th.

Dr. W. A. Mclntyre has just completed thirty years of service as
Principal of the Winnipeg Normal School. Elsewhere in this number
more detailed reference to his life and work will be found.

The annual School Fair of the Holland Boys' and Girls' Club was held
in November. Very fine exhibits of vegetables, grain, poultry, iron-and-
wood vi^ork, sewing, rafifia, knitting, and cooking were displayed.

On December 19th, at Beausejour, the trustees of the municipality of
Brokenhead organized an association. The principal officers are: Presi-
dent— J. Hough, Beausejour; Vice-Pres. — J. Bush, St. Owens; Sec-
Treas. — A. Willows, Winnipeg.

A prize of $10 dollars, donated by C. A. Hamilton, for the best kept
school in Argyle was won by the Hamlin School. The next two schools
in order of merit were Glenora and Connaught.

The extension lectures of the University of Manitoba have begun
throughout the larger towns and cities of the Province. The idea is to
bring the University to the people, and the lecturers are speaking on
subjects of interest to people generally.

The Canadian Credit Men's Association of Winnipeg are offering
three prizes (gold, silver and bronze medals) for the best essays written
by Winnipeg school children on " Fire Prevention". Several members of
the association made a round of the schools and spoke on the various
phases of the fire question.

Continued on page jjo

i

THE SCHOOL

549

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550

THE SCHOOL

On Thursday, December 20th, the trustees of the municipality of St,'
Clements met in the new schoolhouse at East Selkirk and organized the
St. Clements Trustees' Association. W. H. Bewell and Inspector Willows
gave addresses. The principal oiiScers are: Pres., A. B. Rowley, Selkirk;
Vice-Pres., H. Flett, Walkleyburg; Sec.-Treas., G. G. Green, Lockport.

The inaugural meeting of the Winnipeg Playgrounds Commission was
held recently when organization for the coming year was effected. For
the eighth term, R. Fletcher, B.A., Deputy Minister of Education, was
elected chairman. This movement has been eminently successful in past
years and a fine programme is being prepared for this year.

The sixth annual meeting of the British Public School Club was held
on January 26th at headquarters in the Boyd Building, Winnipeg, when
the annual report was presented and the officers for the ensuing year were
elected. It is interesting to note that out of a membership of 130 there
are 70 away on active service and 8 have already given their lives for their
country. The officers for the year are: Hon. -Pres., W. R. Allan; Presi-
dent, Very Rev. Dean Coombes; Vice-Presidents, C. H. Newton and
Major Lane; Sec, E. O. Chaplin.

The twelfth annual series of popular lectures under the auspices of the
Faculty of the University of Manitoba will be given during February.
They are as follows: Professor R. O. JoUifTe of the classics department
on "The Strength and Weakness of Ancient Democracy"; Professor
Chester Martin of the department of history on "Party Government";
President MacLean on "The Provincial University"; and Professor M.
A. Parker of the department of chemistry on "Winnipeg's Fuel Problem".

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I

Educational
Crazes.

I
I

" Recti cultus peciora roborant "

Editorial Notes

Public Schools on this continent have their
crazes in due season. There was the spelling craze
which lasted throughout the first quarter of last
century. It was followed by the grammar craze which grew out of the
spelling craze. Then came the arithmetic craze which overlapped the
grammar craze. Although this last craze has been dealt hard blows by
educational authorities who have driven it from many of the High
Schools and have thrust it into more modest spaces in the Public School
time-tables out of deference to such new subjects as nature study, manual
training, household science, art, agriculture, and general science, it still
afflicts some schools on this continent and some teachers. It is still with
us in Ontarid where it is divorced wholly from the practical or where in
abstract forms it is presented to primary pupils as number work. Mr.
Dearness of the London Normal School seems to have had these late-
lingering phases of the craze in mind in his recent address at Stratford.
Practical teaching", he urged, "gives the child something profitable to
do and does not consist in vain repetition." "The art of calculation
is es.sential, bijt our schools do in several years with tremendous output
of effort what could be done easily in one year if the pupils were old
enough to realize the relation of arithmetic to real life".

„, ^ . The O.E. A. meets at the University of Toronto,

„ , . . , April 1st, 2nd, 3rd, and 4th. Every section of the

Educational is. ■ J a ■ ^ ^- r>

. . . Association offers an interesting programme. Ur.

Foght, the American expert in rural education, will

deliver several addresses. All Ontario teachers and trustees are eligible

for membership. Reduced railroad fares offer inducements; the Easter

vacation furnishes the opportunity; and the need of change of scene and

of professional stimulus provides the justification. Why should you not

attend? Write at once to R. W. Doan, 216 Carlton St., Toronto, for a

copy of the programme of the O.E. A.

[ 5.51 1

552 THE SCHOOL

_ , . A year ago, in response to an interest in school

. , attendance which is nowworld-wide, Saskatchewan

amended her School Attendance law. The new
law was a somewhat unique experiment, but a year's trial has gone far
towards proving it a very successful experiment. In a test made in 1916
before the new law came into force, the actual attendance in 1450 rural
schools was 68 per cent, of the possible attendance and in a similar test made
in the same schools on the same date in 1917, after the new law had become
effective, the actual attendance had increased to 76 per cent, of the possible !

The weakness in the old law — and in school attendance laws in all
democracies — lay in the local control of the agencies for enforcement. The
new law established a central control in a school attendance officer in the
Department of Education. All teachers throughout the Province must
transmit to this officer detailed records of the irregular attendances or
non-attendances at their schools. The officer must immediately call the
attention of the parent of each pupil whose attendance has been un-
satisfactory to the provisions of the School Attendance law. He will do
this in a courteous and sympathetic letter. If the letter is of no avail the
officer must forward a second letter with a warning of peremptory action
under the law if the pupil concerned does not report at school within five
days. If the second letter is of no avail, the provincial police, who be-
come truancy officers under the law, are required to take action to enforce
the penalties provided for truancy. During the first year of the enforce-
ment of the Act it was found that 14,043 children out of 60,723 in rural
and village schools were irregular in attendance or always absent. The
first letter from the central attendance officer reduced the number of
parents or guardians to whom it was necessary to send the second or
peremptory letter to 5,510. Only 935 pupils failed to report themselves
as in attendance in response to this second letter. With regard to these
the Provincial police had taken or would take legal action.

The official report upon the first year under the new law contains two
or three interesting comments. The children of foreign and non-English
parents were responsible for most of the non-attendance. They have
begun to respond freely to the demands of the new law. Illness has caused
22 per cent of the non-attendance. The reports from the schools and the
correspondence with the parents are providing the Department of Educa-
tion with a fairly accurate census of the children in the Province who are
neglected or seriously defective in mind or body.

, , Last month reference was made in these pages

^ . to the effect of increased salaries on the status and

the efficiency of the teaching profession. But there

is another, and a very important, viewpoint. What effect would a general

I

EDITORIAL NOTES 553

increase in teachers' salaries have on the children in our schools? The
child (though he seems to be occasionally overlooked) is the basis of the
whole educational system. For him the training schools, the universities,
the High and Public' Schools exist. For him time and money are spent
on systems of education, on buildings, on everything connected with
schools. • The successful teacher becomes such only as he studies the needs
and the nature of the child.

And what does the child require of his teacher? The best possible
equipment for good citizenship. . What is needed for such equipment?
No longer are the three R's considered sufficient for this purpose. The
child needs as a teacher one who is himself a good citizen, well-read,
well-travelled, broad in outlook on men and movements, refined, well-
educated, not a narrow-minded pedagogue, not a dour disciplinarian, not a
disgruntled "left-over" from some other profession, not one who is "tired
of teaching" and is hoping for other employment, not one who feels that
the fates (in the persons of boards and inspectors) are against him.

The child must be taught how to think, how to conduct himself under
various circumstances, how to understand human nature in its various
phases— how to be a man. And the teacher who is to do all this for him
must have opportunity for reading, for travel, for advanced study. But
how many teachers can afford two or three educational magazines and a
dozen good books per year on present salaries? How many teachers in
eastern and central Canada have seen western Canada and the Pacific?
Not many; their salaries do not permit travel. How many teachers
take summer courses? Some; but not nearly enough.

Parents want (or .say they want) the very best of teachers for their
children. As matters are at present, the best that is in the men and
women in the schools is not being brought out because of the lack of
opportunity for advancement. And this lack is due to generally inade-
quate salaries. It is said that a "bad" boy can be transformed if he is
given good food, good clothing, and proper care and attention. Could not
a similar transformation be produced in a "weak" teacher, an average
teacher, or a good teacher if he were given the facilities to prepare himself
more thoroughly for the tremendously important work he has to do?

Increase in salaries is a reform that is coming — a reform that must
come if education is to do what it must do after the war. And it will come
more swiftly when the realization dawns that unfortunate or unfair con-
ditions imposed on the teacher react most potently on the child. Re-
forms are not often brought about by grumbling or by dissatisfaction;
when they are, the cost to the grumbler himself is too great. They come
by solid work and by the demonstration of the need and of the advantages
to be gained.

554 THE SCHOOL

^ . . , „. The following extract from an article on The

• XI. TT -x J Study of English History, by Professor Robert L.

in the United c u i r r- i u- u • v ■ .u x? u

_. . bcnuyler ot Columbia University, in the February

number of The History Teacher's Magazine, w'M he

of peculiar interest to Canadian teachers.

"One reason, no doubt, why the true nature of the British Common-
wealth is not generally understood in this country is the habit of calling
it an "empire". To apply to an intimate alliance or quasi-federation of
democratic communities, together with their dependencies, a name laden
with associations of military subjugation and personal despotism is to
court misapprehension and confusion.

"'The word Empire, the word Imperial', a distinguished contempor-
ary British 'imperialist' has said, 'are in some respects unfortunate.
They suggest domination, ascendancy, the rule of a superior state over
vassal states. When we, who call ourselves imperialists, talk of the
British Empire, we think of a group of states, independent of one another
in their local affairs, but bound together for the defence of their common
interests, and the development of a common civilization'. Of late a
serious effort has been made to escape from the tyranny of an outworn
nomenclature by substituting the term 'Commonwealth' for 'Empire'.
The British Prime Minister has publicly referred to the British Empire
as a 'Commonwealth of Nations', and the Imperial Conference held in
London in 1917, in an ofihcial resolution, employed the expression, 'Im-
perial Commonwealth', as a substitute for the conventional designation.

"Then, too, Americans have been slow to overcome ancient pre-
judices inhefited from the days of the American Revolution. They have
cherished the belief that the British Empire, from which the United States
revolted, is in a sense antagonistic to true Americanism. 'Patriotic'
school histories have fostered this notion, and until very recently twisting
the British Lion's tail was a favourite diversion of one species of American
'statesmanship'. Few of us know how far the British Commonwealth of
to-day has moved from the British Empire of George III.

" It is with this Commonwealth of Nations, not with the insular state
of England, nor with the British Empire of the past, that Americans in
the future will be more and more concerned. Sound educational policy
requires that the closely-knit peoples of the two English-speaking com-
monwealths study each other's history. There has been of late much
criticism of the current teaching of history in America. The whole sub-
ject of the school curriculum and the present scheme of college entrance
examinations in history is the subject of reconsideration by committees
recently appointed by the American Historical Association and the Col-
lege Entrance Examination Board. It is earnestly to be hoped that in
making their recommendations respecting English history they will prove

I

I
I

EDITORIAL NOTES 555

themselves genuinely forward-looking, and will appreciate the urgent
need of promoting in the United States a better knowledge of the history
of that world-wide Commonwealth with which it cannot fail to be in most
intimate contact, that 'new Venice whose streets are the oceans'."

Educational leaders in the United States are not only reorganizing
their history courses, but are gradually getting rid of the prejudices
fostered by an earlier style of textbook. They are doing their part to
establish good relations between the two great English-speaking common-
wealths. Canadian teachers can do much to aid this movement by
studying the history of the United States, and by ceasing to emphasize
such features of Canadian history as the boundary disputes.

War and

Technical

Education

The war is as much a battle of technical wits as
a test of physical courage. Only the technical
efficiency of Germany, an undoubted product of
her system of education, has enabled her to hold
out so long. Only by beating Germany at her own game will the war
be won.

Recognising these facts the United States has decided to mobilise the
educational institutions of the country which have special facilities for
technical training. A "Committee on Education and Special Training"
consisting of three military men and five civilian educators has been
created. The civilians, who act in an advisory capacity only, are Dr.
Charles R. Mann, Dr. James R. Angell, Mr. T. W. Dietz, Mr. James P.
Munroe, and Dr. Samuel P. Capen. They represent varied phases of
educational endeavour. This committee will mobilise the country's
schools and colleges behind the army. It will arrange for the technical
education of men needed by the several branches of the army, particu-
larly the Ordnance Bureau, the Signal Corps, and the Engineers. During
the next six months between 75,000 and 100,000 men will be given in-
tensive training in the schools and colleges. These men will be drawn
from the armed forces of the nation and as far as possible only those
whose previous training and natural aptitudes guarantee the success of
the experiment will be chosen. In this way the resources of the colleges
will be used to meet the needs of the army, and the most will be made of
the powers and capacities of the man-power of the country. The scheme
is an excellent one. But the race is against Father Time. Will the United
States be able to beat him? It must — and will.

_ ,^ ,,« , ,, In the world in general, in educational systems

Don t Grouch . , , . • ^u t

m particular and, perhaps, m the classroom even

more especially, the teacher sees many things that seem unfair, that seem

to require adjustment. But why grumble? Or (to use an expression still

556 THE SCHOOL

classed as slang) why "grouch"? Some of these injustices the teacher
may be able to rectify; some may be beyond his reach. In any case, he
should be cheerful. The teacher cannot afford to have (using the slang
expression now as a noun) — he cannot afford to have a "grouch"; it injures
his digestion, his "nerves", his temper, his success. The teacher with a
"grouch" has lost at least half his value; his associates, perhaps even his
colleagues, with the perversity of human nature, take delight in aug-
menting that "grouch".

Cheerfulness is the sunshine of the classroom, as of many other places.
Under cheerful, happy conditions, children do better work, the teacher
does better teaching, things don't "go wrong". How many times-a
teacher says, perhaps only to himself or to herself, "Now, I shouldn't
have punished that boy, but I was nervous!" But the harm has been
done and may be beyond reparation. Who seems more tired at four
o'clock, the cheerful teacher or the "cranky" one? Which one "keeps
in" several pupils "after four"? Which one uses the strap frequently?

It is not uncommon to hear parents say of a teacher that he or she
"has a way with children". What is that way? It is the cheerful way
and at the same time it is the masterful way, is it not? It is never the
strained way, the anxious way, or the nervous way, is it? The teacher
who hopes to "get out of teaching some day" rarely has that way about
him, has he?

Whatever comes, or whatever goes, don t ." grouch" .

"Well, little chap," said the friend picking up one of the children, "what are you
going to be when you're a man?" "Xuffin'." "Nothing.-' Why so?" "Because,"
said the child, " I'm a little girl."

The young teacher had been having a trying time with her nature study class
because Johnnie had discovered he knew more than she did about birds and frogs and
had assumed a derisive attitude in consequence. She appealed to the man Principal
who replied, "Next time you have the class, let me know, and I'll come in and take
charge of it. I think I can settle Johnnie." He was duly called in and all went well at
first. With confidence the Principal said at the conclusion of the lesson, " Now you may
each ask me one question." Johnnie had been silent up to this time. When it came his
turn he rose and asked: "Has a duck eyebrows?"

Genial Clergyman (visiting the village school): "Well, my little man, what do you
do in school all day?"

Promising Pupil: " I wait till it's time to get out, sir."

Young Wife: " I got a beautiful parchment diploma from the cooking college to-day,
and I've cooked this for you. Now guess what it is." Husband (trying the omelet):
"The diploma."

Primary Department

I

Before After

S.S. No. a TiiiRLOW, Hastings Co.

Send in a "snapshot" of your school for reproduction on this page.

[The School undertakes to answer promptly, by letter, all reasonable questions,
if correspondents enclose stamped, addressed envelope. When this condition is not
met, answers are given on this page as soon as space permits.)

Correspondence

The Ontario teacher whose letter appeared under "Enquiries", on
page 325 of the January' number, now writes as follows:

Many changes have taken place in my classroom since my appeal in
the January issue. I figured out my difficulties, made one more mighty
effort, sent a written notice to the trustees stating what the new regula-
tions require and asking whether they intended to get what was needed.
A possible resignation was suggested. I found that, contrary to my
previous ideas, rural trustees really have education at heart. In accord-
ance with my advice they made two common cupboards instead of buying
a book-case. We put our books in one. With the other we have carried
out the "hot lunch plan". No more broken furniture when the teacher
comes back at noon, because now she is there to enjoy the hour with the
class!

We'll get the blackboards, too, because we have about eight or ten
dollars in sight. Of this amount two or three dollars will be spent on
books for the library and with the rest we shall buy the necessary material
for a schrx)l bazaar. In this way our money should be multiplied by five.
What we shall do then is another story. We must get the parents to
come to school to see some actual work.

Cheerfulness, gratefulness, and determination have apparently won
over the parents and trustees.

Any suggestions as to making "things" for the bazaar will be grate-
fully received.

1557]

558 THE SCHOOL

Private C. D. Jones writes from Witley Camp as follows:

" I wish to offer some suggestions, which may be helpful to the teacher
whose enquiries appear on Pages 325 and 326 of the January number of
The School.

"As to the problem of the noon intermission, I think it would be a
good plan to let one of the older boys look after the boys and one of the
older girls look after the girls. These could be elected by the pupils
themselves. They could hold office for a stated period and at the end of
that period might be eligible for re-election.

"As to equipment, I think it is a shame that the trustees do not
provide it. The teacher might hold a concert and use the proceeds for
the purpose. This would mean work, but would pay better in the end
than the aching arms and the troublesome throat.

"Once, when I hadn't much kindergarten paper left, my pupils used
old copy-books to make paper houses, and I would like to pass this
suggestion on to the teacher with little equipment. Again, articles can
be made of twigs, birch bark, etc. Maps can be drawn on the snow.
Trenches also can be made in the snow to illustrate modern warfare."

Seat Work for Second Book Grades

RUBY E. WRIGHT
Ryerson Critic Staff, Faculty of Education, University of Toronto

Arithmetic. — ^After lessons in notation: Write in words 1,406; 5,780,
etc. Write in figures: seven hundred and six; four thousand, three
hundred and one, etc. Arrange in order of size: 1,570, 56, 8,405, 92,
725, etc. Analyze numbers as: 14,760, 701=1 unit, 0 tens, 7 hundreds,
0 thousands, 6 tens of thousands, etc. Questions and simple problems in-
volving table taught. Write in Roman notation: 56; 175; 427, etc.
Write in words and Roman notation: 475; 091; 1,426, etc. Write in
words and figures: LXV, CXIX, CCXC, etc. Addition and subtraction
questions. Simple problems involving only one step.

Spelling. — Write words. Use words correctly in sentences. Use two
or more of the words in a sentence. Where words are connected, write a
short story using all the words correctly.

Composition and Language. — ^Write the story used for re-produc-
tion. Write short stories on interesting subjects suggested by the
teacher. Some very unique answers are given to questions like these,
"What would you like to be when you grow up?" and "What subject do
you most want to learn and why?" This is one answer: " I would like to
learn writing best because if I know how to write when I am old and my son is
overseas I can write and tell him his sister was Married on the first of June ".

SEAT WORK FOR SECOND BOOK GRADES 559

Write a letter in correct form. Use homonyms in sentences: weak,
week, hour, our, sent, scent, cent, etc.

Place on the board short interesting paragraphs having no punctua-
tion marks or capital letters. Have pupils rewrite correctly. Write
abbreviations for words as: doctor, street, dozen, etc. Write words for the
abbreviations: ct, Ont., Can., Pte., etc. Combining short sentences into a
short paragraph. Combine sentences using proper conjunctives as:
because, though, since, although, as, when, before, after. Write an original
composition from a blackboard outline.

History and Civics. — Have the children write the stories told them:
Columbus, Jacques Cartier, Madelaine de Vercheres, Laura Secord. Who
would you rather have been, Columbus or Jacques Cartier, Madelaine or
Laura Secord, Brock or Kitchener? Why? Name the Allies. Why is
Canada at war? Write what you can about Kitchener, King Albert of
Belgium, Sir John French. Who makes the laws for our country? Where
are they made? Who represents the king in Canada? What is he called?

Geogr.\phy. — Tell all you can about a hill, mountain, valley, etc., and
tell where we can find one of each. What is the difference between a hill
and a mountain? A mountain and a volcano? Where would you rather
live, on a mountain or in a valley? Why? What is the difference be-
tween a river and a lake? Use crayons to draw a picture showing hill,
mountain, and valley. Cut this from paper and mount. Draw a picture
of a river, marking the banks, mouth, source, bed, tributaries, delta, etc.
Tell all the work a river does — the use of a river. What becomes of the
soil it carries down? What is there in the city that takes the place of a
river? Make different things in plasticine, using blue crayon for water.
Draw the continents; name them; name the oceans. Tell something you
know about each continent. Name three foods that come from other
countries. What is a compass? How did people tell directions before the
compass was used? Draw a compass, marking in all the points you know.
Make a compass from a circular piece of paper, folding to show the points,
N., S., E.. W., N.E., N.W., S.E., S.W. Using a pencil as a pointer tell
what direction different places are from here.

There are so many things one can give in geography, that it would be
an endless task to write them all. These are a few.

LiTKRATURE. — Use crayons to illustrate the stories. Have paper-
cutting illustrations. Each week have children write an answer to:
"Which story ^id you like best and why"?

Nature Study and Hygiene may be treated in much the same way.
In every instance the questions used for seat work must be only those
which will make the children think and will bring out their own interpre-
tation of what has been taught, not the xaords of the teacher.

560 THE SCHOOL

Socialization of the Kindergarten=Primary School

ETHEL M. HALL
Kindergarten-Primary Form, Ryerson Public School, Toronto

DR. DEWEY Speaks of the tremendous social defects of the usual
type of primary school of the present day, its narrowness and
dullness, its isolation from life and the isolation of the children
from one another, its emphasis upon the mere absorption oi facts by unco-
operative individuals, its competitive standards of success, the negative
character of its discipline — and he rightly claims for a reasonable educa-
tion more active work, where it is not a Crime to help one's neighbour, but
where a spirit of free communication, of interchange of ideas, sugges-
tions, results both of successes and failures of previous experiences
become a dominating note of the recitation.

He says: "We must conceive of the industrial side of the work as
methods of life, not as distinct studies. We must conceive of them in
their social significance as types of the processes by which society keeps
itself going, as agencies for bringing home to the child some of the prin-
cipal necessities of community life". On the playground, in games, in
sport, social organization takes place spontaneously. There is something
to do, some activity to be carried on requiring a natural division of labour,
selection of leaders and followers, mutual co-operation, and emulation.

In most schoolrooms the motive and cement of social organization are
alike lacking. Such schoolrooms endeavour to prepare future members
of society in an atmosphere entirely foreign to any social order in actual
life.

The usual primary school puts the means ahead of the end. That is,
the emphasis is placed upon the constructive idea, not upon the effect of
the industry upon the characters of the little pupils. It is the creation of
society we are after, mo/ the weaving of mats, the modelling of forms, the
folding of paper, the illustration of stories, the building with blocks.
Those activities are a means to the end of creating good citizens — citizens
whose hands as well as brains will be trained for life's work.

The freedom of movement of these industrial subjects of the pro-
gramme appjeals to the child who is naturally social and loves to help
some one else.

Gesell says: "The over-zealous parent at the door and the relentless
time-piece on the wall conspire to keep an artificially precocious atmos-
phere in the primary school. Order, system, detail, and prescription have
replaced spontaneity, grace, and initiative. Dictation has taken the
place of investigation. The spirit of childhood languishes and in its place
stalk the stern figures of propriety and foroialism". "Children are

SOCIALIZATION OF THE KINDERGARTEN-PRIMARY 561

variable, inconstant, and unstable; like birds on the wing they dart hither
and thither, glad of the air they breathe. They work intensely, unevenly,
in short periods of effort, and flourish in freedom rather than in confine-
ment. Mood, the unerring guide of childhood, may not be grafted on
from outside but must spring from a joyous inward response to a frank,
healthy, child-like atmosphere" .

Even if an utter revolution of method of work should be necessary, it
would be justified if we could by such a change preserve emotion, eager-
ness, and enthusiastic response to work. Programmes should not be in-
flexible. There are days when an entire session, emphasizing and illumin-
ating one idea, should wipe out all divisions into reading, writing, number
or manual work. These are not ends in themselves but means of recording,
illustrating, and impressing one idea. Children may be taught to think
of the larger aspects of things and learn how to use the accomplishment
of reading to gain a wider knowledge of literature and to know that the
appreciation of a literary selection and the power to make the best selection
is far beyond the mere mechanical knowledge of the symbols involved ;
that these are a necessity but the end is the appreciation of the beauty of
language contained in the work, whether prose or poetry.

It is the great privilege of the kindergarten-primary teacher to con-
vince the little child that life is a beautiful thing, that school is one of the
happiest and most joyous places outside the home. She can do this by
surrounding them with all the beauty within her power.

Children rise to their environment; visualization of brightness and
cultural surroundings have much greater effect than lectures on hygiene.
But the kindergarten-primary teacher who would do this must have afar
vision which takes her and her pupils beyond the narrow walls of her
schoolroom, or town, or city — which sees them not only as citizens of their
own country but as part of the great world, every section of which is so
near us to-day.

In the kindergarten-primary school may be laid the foundation of the
dreams Jif youth. Here may be sown the seeds of beauty and purity
which grow into strong desire for life as it should be. The .seeds of al-
truism begin to develop early. The social instincts should be developed
in childhood by providing an environment suitable for the growth of high
ideals of social service. Influenced by his early environment, Byron wrote :

There is a pleasure in the pathless woods,
There is a rapture by the lonely shore
There is society where none intrudes —

but this is not the natural healthy spirit of childhood. As the social in-
stincts begin to develop early in life they should have a chance to develop
in a free, pure atmosphere, otherwise the nature will be warped and never
reach its full measure of growth.

562 THE SCHOOL

Most children long for companionship even though they may draw-
away from the social group because of natural nervousness or reserve.
The reserved child is often terribly misunderstood and suffers accord-
ingly. The wise teacher who is a student of human nature may be able
to overcome this difficulty and rescue a splendid character for the world.
"Such a child is never more alone than when in social circle and never
more in company than when alone". Imaginative children, like Robert
Louis Stevenson, create playmates of their own.

When children are playing alone on the green
In comes a playmate that never was seen,
When children are happy and lovely and good
The friend of the children comes out of the wood.

The product of the work of the kindergarten-primary school is
evidently not a given amount of knowledge or skill or mere mental power.
It is not even character in the shallow sense in which it is usually inter-
preted. It can be nothing less than a capacity for efTective social service
and a desire to imitate the One who said "He that is greatest among you
let him be your servant".

"The consciousness of what worth a man is to others represents and
measures a large part of his true self". The same may be made true for
the child. The school is a great factor in his education. It is his first
experience in living out his life in a social group. When at home his
wishes were respected. Now he is thrown into a group of many person-
alities. His desires may be recognized or not. He learns to give and take
and to feel that he is a part of the social whole.

Social training need not interfere with the individuality. The
stranger the individuality of the unit in the group, the more characteristic
will be the group, each member supplementing the other. The function
of each member is a different one and the thought of each is different, but
the opposite viewpoint acts as a restraint upon the group as a whole,
binding it together for self-help and mutual improvement. The kinder-
garten begins the teaching of social service by developing the idea of the
interdependence of the baker, "miller, farmer, and all upon the Creator.
The kindergarten-primary school should continue the lesson.

The true greatness of Pestalozzi lay in the social spirit of his pedagog\-.
He said: "So much I early saw, that the surroundings make the man".
In this lies to a great extent the problem of discipline. A conception of
the word discipline which would mean nurture, physical, mental, and
moral, would allow children natural, fearless expression of body and mind.
It would establish a home-like atmosphere in our primary schools which
would be a definite benefit to both teachers and pupils. "The average
teacher needs a freer environment to persuade her to relax".

"The moral lifeoi children hinges upon the subtle influences of daily
living. The good cheer, the unselfishness, and the general moral tone of

PRIMARY NUMBER WORK 563

the home and the school slowly and certainly build up the moral fibre of
childhood. The child's standard of right and wrong are not formed
to-morrow, but yesterday and to-day out of the joys, sorrows, duties, sacri-
fices, and companionships of daily living. Social contact builds up a sense
of honour and a legitimate pride which all the formal ethics in the world
cannot instil".

Primary Number Work

Continued jrom the March issue.

FLORENCE M. CHRISTIANSON

Niagara Falls South

TO get the first combination say, "Who will write any two numbers
whose sum is ten?" At once several hands go up and the child
designated runs to the board and writes ten and zero. Should he
place the zero under the one, correct him at once and impress from the first
correct placement. It is unnecessary to give the reason for it. Another
child supplies the opposite of the first combination. Others eagerly
supply the other number facts till we have the table.

Incidentally we learn the doubles, as two 2's are 4; 2 and 2 are 4 or,
to write it briefly, 2 + 2 = 4. A little talk about the signs for addition,
subtraction, and equality — why we use them and how essential it is to
make them exactly correct — provides the psychological moment to let
them try making them for seat work. Show them how to start 10+0=10

0+10=10
Then ask them to do the lO's family (still on the board), using the signs.
At another time put figure C on the blackboard.

(C) 4 7 2 3 3 3 4 7 1 4 11 12 10
3 2 2 2 4 3 5 1 6 10 1 1 10

Let the class reproduce at their seats, finding answers. At another time
have it reproduced, using the signs, and when the children come up to
class have the table read with the signs.

(D) 1 2 2 3 3 4
112 2 3 3

We never use a table like figure D. It requires no thought and leads
to guessing. Devices as shown in figure E we use constantly. It can be
arranged quickly and gives a lot of exercise in the various combinations.
The +2 may give place to any other figure and the device will serve later
for subtraction and multiplication by writing —2 and X2 respectively.

564

THE SCHOOL

These devices insure accuracy and rapidity in the mechanical opera-
tions. The aim is to establish these simple combinations to such an
extent that a child will perform them with very little conscious effort. If
all the pupils could be made expert in all the combinations with the
various digits we should never come across Fourth Book pupils who add
up columns of figures by "one's". We aim first at neatness, then accur-
acy, then rapidity.

In beginning the circle device we ask for volunteers to run around the
circle. We aim at getting around without falling, i.e., missing a com-
bination. If a child fails, another supplies the correct result, or the one
who failed supplies the elements of the combination in horse-chestnuts,
thus arriving at the result. A little more time is required in the latter case
but it pays in the end.

/

a-

i

y

4-

t,

7

t

f

to

//

'Ji

/s

»v

/*•

ft

n

It

"t

30

Zi

Sf

f

f

6f

7'

f

11

/M

^-

p

After a few days of this play pupils become expert and get around with
increasing speed. When we have worn +2 out, i.e., know and can tell all
the combinations instantly, we take -|-3, etc., with the other digits.

Problems follow. We use only the numbers we know in combination.
Examples will readily suggest themselves to enthusiastic teachers.
Pupils enjoy this work and there is scope for originality. Children pre-
tend they go to market and propound questions accordingly.

We count to 10 by 2's without any effort or special teaching. In a few
days they go to 14, 18, 20. The other day a pupil was asked to count to
20 by 2's. Then it was suggested that it is not much harder to come back.
At once a child said she would like to try it and she did so and did it
correctly.

Then, to increase ihe difficulty we count by 2's beginning with 3 as
3, 5, 7, 9, etc., and no serious difficulty presents itself because of the
previous familiarity with the combinations. •"

PRIMARY NUMBER WORK 565

For further seatwork to supplement the other, the Roman numerals
are placed on the board in this fashion.

1 = 1 Some day in class we talk about them. They are told

2 = 11 that it is a new way to write numbers, that this is the way

3 = 111 they are written on the clock, and that we must be careful to

4 = IV make them just right. " How many of you could make these
5=V ten just as they are on the board?" All answer in the affir-
6 = VI mative. When their class comes up again they bring their
7= VII slates and we examine them and talk about them, comparing

8 = VI 1 1 them with the blackboard models. Soon they come to do

9 = IX them well and some day they are asked " Can anyone write
10 = X 4 on the board in the new way?" Usually there are volun-
teers.

As pupils progress in their work and require additional exercise,
number facts containing three numbers are introduced. As they stand
in class the suggestion is made that we make 12 using 3 numbers. They
are shown how this is done.

4 5 7 2 7 3

4 5 3 3 2 2

4 2 2 7 37

in class
I^K are sho'

1.

Pupils get their horse-chestnut boxes and begin to try combinations. As
soon as a child has one he writes it in the table. Another child will
supply a re-arrangement of the digits. We are glad to have these but it is
the making of the original combination that is especially coveted because
it requires real hard thinking and hard thinking, they have learned,
increa.ses the gray matter in the brain-cells and that means greater brain-
power.

These problems are, of course, much harder and provide work for
quite a long period but they, too, yield their secrets in time. After a good
deal of proficiency is attained, it is suggested some day that they do some
number work of this kind on their slates. At first even few combinations
are welcomed and the number grows with each attempt.

The greater part of our number-work is oral; we have just enough
written to ensure ability to put work down and to secure correct form.
As soon as we know the numbers to 10 in order a table (fig. F) is placed
on the board so as to get the numbers to 100 in their proper relationship.
We commence the table and put in as many numbers as we can count.
Then, from time to time, we add to our early possessions and so the table
grows. Then we try to make the table on the slates. It will be crude at
first but we must be satisfied with the crudest effort if pains have been
taken with the work. Kvery good point must be noticed at once. Let
pupils themselves suggest improvements in their own work. Each

566 THE SCHOOL

attempt shows betterment. F"or drill put a skeleton table on the board
and have pupils run up and place the numbers as far as desirable. It will
be found that children learn to count and write numbers to 100 with very
little effort.

Rainfall and Vegetation of Africa

JOHN B. BRENNAN, B.A.

Principal, Ryerson Public School, Toronto

[In the December issue there appeared the outline of a method of teaching the
geography of a continent from the rainfall map. This article gives an application of
the method to the geography of Africa.]

Notice:

1. The southern and northern extremities of the continent are about
equi -distant from the equator.

2. The fewness of interior mountain systems lessens the possibility
of any great precipitation inland.

3. Owing to the compactness and great extent of the continent, large
areas of the interior are removed from oceanic influences.

4. The prevailing winds are the north-east and the south-east trade
winds. The westerlies touch the north and south fringes of the continent.

Africa has an abundant rainfall in the zone of equatorial calms. The
high temperature from the vertical rays of the sun over any place causes
an indraught of air to that place. The warm, moist air ascends and,
condensed in the higher regions of the atmosphere, the moisture falls as
rain and the condensation makes way for another indraught. Thus, in
the tropical regions of Africa, the winds and rains follow, as a rule, the
movement of the sun between the tropics; and the rainy season of any
locality in the torrid zone begins almost immediately after the sun has
reached its zenith at that place. This makes it quite evident that all
places lying between the tropics of Cancer and Capricorn will have a
double rainy season, one with the northing sun and one with the southing
sun, while those places near the tropics themselves will have but a single
rainy season. From this it is also evident that the quantity of rainfall,
which is heavy near the equator, will diminish to the north and south as
the regions on the borders of the tropics are approached.

The heavy rainfall on the coast of Guinea is due to the fact that when
the Sim is north of the equator, the winds from the Gulf of Guinea flow
inland. Condensation of their moisture is caused by the upward deflec-
tion of these winds by the escarpments formed by the edges of the
plateaux.

RAINFALL AND VEGETATION OF AFRICA

507

The south westerlies cut across the north-west corner of the continent,
and deposit a light rainfall in Morocco and Algeria.

Af R I C/\ - FifliriFALL

The only region of the southern part of the continent that has a defi-
cient rainfall is the west coast. The north-westerlies should deposit rain
here, but they pass over a cold current. On reaching the land they are

568 THE SCHOOL

warmed and so do not give up their moisture. Compare this desert area
with that off the coast of ChiH in South America.

The Sahara has often been pictured as a great level expanse of sand.
As a matter of fact, the western part is surrounded by a broad belt of
plains and depressions, while the central parts are extensive table-lands,
with here and there small groups of mountains. The summits of some of
these mountains reach from 4,000 to 5,000 feet high. Therefore, it must
not be thought that the Sahara is absolutely rainless. Whenever a
sufficient elevation occurs to intercept a cooler stratum of the atmos-
phere, rain is not wanting in the midst of the Great Desert (oases).

The presence of the Sahara desert is due to the fact that the winds
advancing toward it from the north-east come from a cooler and moister
to a warmer and drier region and so are constantly losing in moisture
and gaining in temperature as they approach. Then, again, the winds
from the Indian Ocean, intercepted by the Abyssinian highlands, lose
their moisture before they reach the Sahara. On the Atlantic side, the
north-east trade winds constantly blow away from the land. Nor does
any rain reach the Sahara from the south-west. A barrier of mountains
deprives the desert of rain from this quarter.

The Kalahari region is almost rainless, not only on account of the
great heat to which it is subjected, but also because the winds coming to
it from the east expend their moisture on the high slopes of the plateau
which faces the Indian Ocean. Then, too, as has already l:>een pointed
out, the Pacific winds in the region of this desert are chilled by cold ocean
currents and, being warmed as they reach the land, do not give up their
moisture. In the desert regions the heavy dews consequent on the rapid
changes of day and night temperature partly compensate for the defi-
ciency of rain.

Notice that the island of Madagascar receives a great deal of rain
from the south-east trades at the expense of the east coast of the continent.

The Campaign in Mesopotamia*

N. L. MURCH, B.A.
University of Toronto Schools

THK third phase of the war in Mesopotamia extends from May,
1916, to the autumn of 1917. During this campaign most of the
fighting took place in the Tigris valley, from 25 miles below Kut
to 250 above. The success the Turks had gained at Kut had naturally

*For a review of the war in Mesopotamia to theJ'all of Kut see the Supplement to
the Special War Edition.

THE CAMPAIGN IN MESOPOTAMIA ■ 569

enough encouraged them and they were resolved to resume the offensive
on the two central fronts — on the Tigris and in Persia. There were
indications also that, while holding their entrenched positions, they in-
tended to work down the line of the Euphrates against the British base
in Mesopotamia.

To the British two courses presented themselves — one, to distribute
the forces in order to guard the various points of attack; the other, to
push boldly up the Tigris at full strength and strike the enemy a vital
blow at Bagdad from which centre they were operating. The former
plan, it was thought, would lead to a passive defensive everywhere, so
the advance on the ancient capital was decided upon. Such a stroke
would relieve pressure on the Euphrates and Persia and preserve quiet
in all the districts for which the British were responsible.

The main cause of troubles in Mesopotamia was the lack of sufficient
facilities for river transport. The war in this quarter of the globe was
from the first a river war and all operations were dependent on the Tigris.
Troops, equipment, food, and other supplies had to be conveyed by river;
and if such disasters as the check at Ctesiphon and the fall of Kut were
to be avoided, it was urgent that the deficiency in transportation be made
good before this new advance commenced.

General Lake felt this strongly and, as a result of his influence and his
reports, the War Office took up this matter in July, 1916, with such
thoroughness and vigour that when the time came for military operations
to be resumed, the condition of the river transport had been completely
transformed. Efficient ho.spital ships had replaced the inadequate barges
of former days, and ordinary troop and supply transports had been pro-
vided in abundant numbers.

The system of land transport was also re-arranged. By the end of
1916 three lines of railway, manned chiefly by natives of India, were in
operation in Mesopotamia; one from Basura to Nasrieh on the Euphra-
tes; another up the Tigris valley from-Kurna to Amara; the third, a light
field line from Shiekh Saad to the foremost position held by the British
on the south bank of the river. In addition to these three lines a con-
siderable body of animal transport had been collected.

Lack of heavy guns, aeroplanes and other necessaries of war had been
another fertile s^jurce of failure. These deficiencies were also made good
during the summer and autumn; so that when General Maude, who suc-
ceeded Sir Percy Lake in August, took command, he found himself
(thanks to his energetic predecessor) at the head of an army sufficient in
numbers, thoroughly equipped in all respects, and eager to wipe out the
memory of former reverses.

Before the advance upon Bagdad could be commenced the recapture
of Kut was a necessity. When military operations were re-commenced

570 THE SCHOOL

in December General Maude's force faced the Turkish entrenched posi-
tion at Sanna-i-Yat on the northern bank of the Tigris. On the southern
bank the British were about eleven miles up stream, facing the new-
Turkish position which extended from the Tigris, about three miles
northeast of Kut, to the Hai stream about two miles south of, Kut and
thence swept round to a point two or three miles west of Kut. The enemy
had pontoon bridges over the Tigris and the Hai within this half circle.
Against any attempt to work around and cut them off, the British were
secured by difificult country to the north and to the south of the river. Thus,
if they were strong enough for offensive action, they could cut the Turkish
line of communication along the north bank between Sanna-i-Yat and
Kut. This would open up the road to Bagdad, 115 miles distant.

General Maude decided on a daring course of action. The plan was
to hold the Turks at Sanna-i-Yat, and meantime to seize a point on the
Hai stream and clear out the Turkish trench system on the south bank.
Then, having passed round to the south of Kut, the river was to be
crossed at a point as far west as possible, the Turkish communications
were to be cut and the force at Sanna-i-Yat trapped. This plan necessi-
tated the separation of Maude's forces; yet, with high confidence in his
splendidly equipped troops, he decided to risk it. Lieutenant-General
Cobbe was given a force to hold the Turks at Sanna-i-Yat and Lieu-
tenant-General Marshal was to seize a point on the Hai stream.

The advance was begun on the night of December 12th, and every
detail was carried out with the utmost thoroughness. By a violent bom-
bardment General Cobbe occupied the attention of the enemy on the
north, while the remainder of the British forces marched on the Hai
position. This point was taken with ease and pontoon bridges were
immediately thrown across the stream. Our troops then turned north-
ward, and aided by their very efficient aeroplane service, advanced
several miles down towards the Tigris; in the meantime the cavalry by a
wide sweep almost reached the river to the west of Kut.

During the next few weeks General Cobbe kept hammering away
with his artillery at the Sanna-i-Yat position and thus aided General
Marshall, who was engaged in driving in a wedge towards the river
opposite Kut for the purpose of severing the enemy's communication
along the south bank. The cavalry had raided the country far to the
westward but, owing to the stubborn resistance and the heavy rainfalls,
they could not cro.ss the river.

On January 18th the strong Turkish position in the Khadiri Bend
just below Kut was taken after hours of hard and sanguinary fighting
and this cleared the whole south bank up to the Turks' entrenched
position around Kut. The time from January 24th to February 5th was
occupied in reducing the enemy position on the Hai salient. This was no

THE CAMPAIGN IN MESOPOTAMIA

571

easy matter, for the Turks resisted stubbornly and fought bravely in
hand-to-hand encounters. On the 5th, however, their resistance collapsed
and they fell back on the south bank beyond Kut.

By February 16th, the Dahra Bend was captured and the Turkish
grip on the south bank had been torn away. General Cobbe now began
a furious bombardment of the Sanni-i-Yat position, keeping the attention
of the enemy focussed, while General Maude selected the southern point
of the Shumran Bend as his crossing place and secretly collected guns and
material there. On February 22nd feints were made all along the line
to draw off the enemy troops and, under cover of these, the crossing was
successfullv effected.

tAGHOAO

W5

J,

1

XTtSIPHON

vis-

r

zizieh.

.Scale of Milts.

3 UK ai kijTi^^^S:'S2: i:

%"

Baghel^

Ma^3sis

Sheikfl ,
Saad

Aeit

Scale of Miles.

9 ? 10 ?0__ 30 40

'o/lfasriefi\ {

.MAP ILLUSTRATING THE OPERATIONS AGAINST BAGHDAD.

From The Times History of the War.

On the following day the Sanna-i-Yat position was assaulted and
taken in a bloody fight of great endurance and gallantry on the part of
our men. The knowledge of the fall of the river-defence behind had, no
doubt, weakened the enemy's resistance; at any rate General Cobbe
swept over the whole position and the town of Kut once more passed
into British hands.

The Turkish army in Mesopotamia was now in full retreat. Could
that retreat be converted into a rout? If so, the advance on Bagdad
would be greatly facilitated. The cavalry and airmen harassed the

572 THE SCHOOL

retreating enemy and were assisted, after February 25th, by the naval
gunboats which steamed up from Kut. The pursuit continued without
interruption until March 1st when Azizieh was reached. Here General
Maude decided to halt and reorganize his extended line of communica-
tion, preparatory to a further advance. The Turks had been hard pressed
up to this point but, although they had lost many men, many guns, and
great quantities of supplies, 3'et they had managed to escape as a military
body.

The cavalry reached Lajj, half way between Azizieh and Bagdad,
on March 5th and, with the exception of a few sharp encounters here,
met with no opposition until the line of the Diala river was reached.
Here the enemy had established machine-gun positions, and a crossing
in the face of such a fire was an exceedingly difficult undertaking. The
war has not produced any more distinguished acts of heroism than those
performed by the British soldiers in effecting this crossing. The opera-
tion lasted for some days and many of our men laid down their lives
before the work was accomplished. On the south bank of the Tigris the
resistance was not so obstinate and by March 10th the enemy on both
sides of the river had retired past Bagdad to the north-west.

The next morning the British entered the city quietly and were met
by joyous crowds of the inhabitants. To restore order. General Maude
issued a proclamation assuring the citizens of the goodwill of the British
Government and its Allies. Meanwhile, troops were pushing on beyond
Bagdad in all directions to dri\e away what remained of the Turkish
forces. Some resistance was met twenty miles up the river but it was
overcome decisively. Thus ended the third phase of the war in Mesopo-
tamia.

Already the re-capture of Kut had produced a remarkable impression
on the surrounding countries. British prestige in the Middle East had
been restored and this victory went far to atone for the loss of nine thou-
sand men in the surrender of the year before. The Turkish force which
invaded Persia had quickly retreated and plans for movement on the
Euphrates had been abandoned.

But how much more profound was the sensation produced throughout
the entire world by the capture of this ancient capital, Bagdad! It is true
that this success had no momentous efifect on the main issue of the war
and did not decide the supremacy even in the Asiatic theatre. There was
still a possibility that the Turks would renew the offensive. Mesopo-
tamia and Persia were by no means secure, even now, from Turkish
attacks but the campaign was encouraging in its result: it had been one
of unqualified success and of great credit to British arms.

Great possibilities await development in this land lying between the
Euphrates and the Tigris. A country which supported the imperial

SUBMARINE WARFARE 573

powers of Assyria, Chaldea and Syria at different periods of the world's
history need make no apology for her fertility. A young officer now
serving on this front says — "Given irrigation, this will become the most
wonderful wheat-producing country in the world. Everything grows to
perfection and is fertilized each spring by the alluvial deposits brought
from the Persian and Armenian hills of snow. Fishing is good and the
shooting excellent — partridges, hares, pigeons, ducks, wild geese, wild
boar in any number. Deserts are prominent on the map but four million
people dwell in the valley of the Euphrates".

The future of Mesopotamia depends on irrigation and on communi-
cation by land and water. The Tigris and the Euphrates are both
navigable for a thousand miles; they could both supply plenty of water
for irrigation. Railways and canals must be built, but before that the
country must have security from the tyrant who has oppressed her for
centuries. By the capture of Kut and Bagdad the enemy has been put
to flight for the present. It is to be hoped that the Allies may be able to
free forever from the ruthless barbarian this very cradle of civilization.

Submarine Warfare

W. J. LOUGHEED, M.A.
University of Toronto Schools

MANY strange inventions have been used in the present war. Giving
due credit to poison gas, the tanks, and other devices, it is to be
admitted that the submarine has been the greatest surprise of
the struggle. The submarine more than any other hostile agency has up-
set calculations, and it continues to give many people cause for worry as
to the outcome of the war. It has made food dear and scarce in Britain,
in France, and in Italy. It has forced the Allies to go on rations. Perhaps
it will make us all hungry before the war is ended.

The submarine is not a German invention. Nearly 150 years ago, in
1774, an Englishman named Day was drowned in Plymouth while ex-
perimenting with an under-water boat of his own invention. It was an
American, Holland by name, who first solved in practical fashion the
problem of submarine navigation. His vessel was so highly thought of
that the construction of others was at once begun, and since 1901 sub-
marines have formed part of the British Navy. The Cierman naval
exf>erts laughed when Britain first added these boats to her fleet but it was
not long till this premature laughter was followed by anxiety, for in 1906
Germany awoke to the obvious fact that the submarine had a future.

574 THE SCHOOL

She realized what a splendid weapon it would be for a nation forced to
act on the defensive.

It was due to the foresight of Britain's naval experts that at the be-
ginning of the war Britain had sixty or seventy submarines to Germany's
forty. But yet it is the deeds of German submarines that have filled our
ears, while little has been heard of Britain's activities beneath the sea.
Of course, the reason is not far to seek. The hunter's bag will be large if
game be plentiful and if he fire at every living thing he may chance to see.
It will be correspondingly small if his aim be to bring down only the
rarely-met and dangerous animals, and allow the rest to go unharmed.
On all the seas the passenger, trading and fishing vessels, line after line,
continue to pursue their lawful enterprises under the British flag. So
numerous are they that a torpedo discharged in any direction could
hardly fail to strike something that floats. All these vessels are open to
the attack of German raiders. On the other hand, the British submarine
commander has not a single target in view for, on the declaration of war,
Germany's vessels took to their own ports or to the ports of neutral coun-
tries while her navy hid itself in the Kiel Canal and in the Baltic Sea,
secure from attack behind a mine field and protected by coast batteries.

Germany's submarine warfare may conveniently be considered in its
three phases. In the first phase, from the outbreak of the war in August,
1914, till the following February, Germany used her submarines in a
legitimate way. She employed them almost altogether in attacking
Britain's navy. Here she secured some measure of success and soon
brought to the attention of Britain and the world in general the destruc-
tive power of this venomous type of craft. In the North sea, in half an
hour, a single submarine disposed of the cruisers Aboukir, Hague, and
Cressy, ships of considerable value to Britain. These severe losses taught
Britain the lesson that submarine areas should not be patrolled by vessels
of the cruiser type but rather by small, swift craft.

Of course, these legitimate successes against warships in those early
days did nothing to alter the balance of naval power and Germany's
greater but less glorious campaign has been against defenceless vessels.
She began to devote her energy and attention to submarine warfare
against merchant vessels in the hope of starving Britain and preventing
aid being sent to France and to Italy.

With these objects in view Germany entered on the second phase of
her submarine warfare. In February, 1915, she declared that "on and
after February 18th every enemy ship found in the war region will be.
destroyed without its being always possible to warn the crew or passen-
gers". The "war region" was the North Sea, the Bay of Biscay, and
the part of the Atlantic Ocean touching Great Britain and Norway. Even
before this declaration vessels like the Icaria and Ben Cruachan had been

SUBMARINE WARFARE 575

sunk, perhaps for the sake of a little preliminary practice. When this
determination of Germany's was made known, the whole world refused
to believe that men would really resort to such practices: They refused
to believe that Germany would stealthily slay both friends and enemies;
had not one of her plenipotentiaries said at the Hague conference, "The
officers of the German navy will always fulfil in the strictest manner the
duties based on the unwritten law of humanity and civilization " !

Shortly after the announcement of Germany's threat her submarines
set to work. Soon they had torpedoed the Hanna, the Falaba, the
Harplyce, and the Gulflight. On May 7th, 1915, came the greatest moral
shock civilization had ever received and the black horror of it seemed to
eclipse the last hopes of human kind. The Lusitania, a great passenger
liner, unarmed — a mere floating hotel crowded with innocent passengers
— was deliberately mangled by a German torpedo and sank in a few
minutes with a loss of 1,198 persons. Germany received the news with
joyful applause, and with thanksgiving to the German gods who had
given this signal proof of divine assistance; she rewarded the commander
of the submarine which perpetrated this inhuman deed with the Iron
Cross.

The sinking of the Lusitania was the occasion for much controversy
between neutral nations and Germany, especially between the United
States and Germany. Finally, on the threat of severing diplomatic re-
lations, the United States received from Germany the assurance that
"passenger liners will not be sunk by our submarines without warning
and without taking measures to secure the safety of the lives of non-
combatants, on condition that the steamers shall not try to escape or
offer resistance". But despite Germany's assurance, they continued to
attack merchant vessels whenever they found them, growing more and
more ruthless, more and more indiscriminate and less observant of
restraint. Sometimes the vessels had been warned and summoned to
surrender before being fired on or torpedoed; and sometimes the passen-
gers and crew had been vouchsafed the security of being allowed to take
to the ship's boats before she was sent to the bottom; but again and again
no warning has been given, no escape even to the ship's boats being
allowed. The Arabic, the Hesperian, the Ancona, the Persia, and many
other passenger boats were torpedoed without warning and many
passengers were drowned.

To meet this new submarine warfare Britain commenced to arm her
merchant vessels, declaring that by international law commercial vessels
have the right to carry arms in self-defence. Naturally, the arming of
the merchant marine took a good deal of time. In the meantime the
submarining of passenger and merchant vessels continued. Up to April
loth, 1916, 3,117 persons lost their lives on British ships by acts of the

576 THE SCHOOL

enemy. In four months, from June to October in 1916, 714 British
vessels were sunk by Germany's submarines. In October, of the same
year, the U53, one of Germany's submarines, arrived at Newport, Rhode
Island, remained there a few hours and departed. Next day five British
and neutral vessels were sunk in proximity to American waters. So the
losses continued but Still Germany's hated foe had not been brought to
her knees, had not been starved, and had not sought for peace.

After three or four months' consideration Germany determined to
force the submarine issue. She announced that, beginning on February
1st, 1917, merchant ships bound to or from allied ports would be sunk
without warning. The prohibited zone for such merchant vessels bor-
dered Holland, Britain and France, and included portions of the Mediter-
ranean Sea. In these areas of the high seas any vessels of any nation
from any port would be sunk without warning by German submarines.
This notice from the German Empire burst upon the world with startling
suddenness. It produced a prodigious sensation and was recognized
everywhere as the most momentous development since the initial declara-
tions of war thirty months before. It was also indicated that the struggle
was entering a new epoch of frightfulness.

Thus Germany entered on the third phase of her submarine warfare,
which was to be ruthless and unrestrained in its conduct. Her rulers
declared that Britain would be starved out by October. The German
admiralty announced that they would sink or destroy 1,000,000 tons of
shipping per month. They calculated that Britain and her Allies had
ten to twelve million tons of shipping which they could use to bring food,
raw material, and the finished products of war to their ports. It seemed
clear to Admiral von Tirpitz that the unrestrained use of the submarine
would force Britain to sue for peace. He assured the German people
that there was no likelihood of failure if the submarine were ruthlessly
employed. But fail it apparently did for we have the assurance from the
First Lord of the British Admiralty that the submarine is "held". He
did not say that the submarine was conquered but he maintained that
the menace was being met through the sinking of submarines by the
British navy, by the new tonnage that was being rapidly constructed,
and by the seizure of German vessels in Allied ports. At the beginning
of the war in August, 1914, Britain had 16,841,000 tons of shipping. On
February 1st, after three and one half years of submarine destruction
there were 14,091,000 tons left. He also Stated that Britain was sinking
or destroying, on an average, 38 submarines a month, and that Germany
was building approximately, on an average, about 23 a month. So in
three and a half years the net loss in tonnage is less than that which Von
Tirpitz claimed would be sunk or destroyed is three months. The First
Lord of the British Admiralty also stated that in a month Britain and

SUBMARINE WARFARE 577

America would be building as much tonnage per month as the German
submarines were destroying and in three or four months they would be
building much more and so decreasing the net loss.

How has it come about that the submarine has been "held" despite
the predictions of Admiral Von Tirpitz and his followers that Britain,
their hated foe, would be brought to her knees? He cheered the German
people with the hope that if submarine warfare were resolutely waged, it
would be impossible of failure in its mission. Yet it has failed and its
failure has been due to that deep affection for the sea and all that pertains
to it, which has for so long characterized the British nation. Her sailors
have devised a hundred measures, so ingenious, so resourceful, so unfore-
seen that numbers of the merciless raiders and their crews have vanished.

Although very little definite information has been given as to the
number of submarines the British have captured or destroyed, or as to
how many submarines the Germans still have at sea or in course of con-
struction, something has been told of the many devices that are being
used to overcome the menace.

The first successful device employed was the use of nets, drag-nets,
curtain-nets, and floating nets. The drag-nets were stretched between
two vessels some little distance apart, and as the ships steered their
course in a parallel direction submarines were caught in the netting. Here
they were held for a time, or bombs were dropped on them to destroy
them. But inventive genius is quickerted by necessity, and so the
Germans devised a means of cutting the net and extricating themselves.
However, though they claim that this cutting device is successful, they
seem to avoid encounters with nets whenever possible. For it is a fact
that no submarine equipped for backing itself through curtain netting
has invaded British harbours where vesssels are riding at anchor.

Convoying has been recognized from the first as a great means of
protection. But it is evident that the convoying destroyer or other
armed ship, if simply moving along abreast of its charge, shares the same
danger from waiting submarines. What is called "stationary convoying"
is now considered much more effective. This means that large areas are
policed by patrols, into and through which the ship moves on its voyage
comparatively protected. This means of defence will likely be increas-
ingly used.

The arming of merchantmen has been another method of meeting
the menace of the submarine. But it has not insured absolute safety
because the U-boat can operate without showing its periscope, and also
Ijecause a great many of the merchant captains have been over-confident
and have not taken such ordinary precautions as changing their course,
using speed at the right time, concealing themselves at the proper time
with their smoke screens, and putting out their lights.

578 THE SCHOOL

The smoke screen, which was developed by the United States navy,
has probably been the best protection for a ship in actual danger of
attack from a U-boat. By this means concealment is given quickly and
effectively. In most cases the screen is thrown out by the convoying
craft but a means has now been devised of equipping merchantmen with
this protection in a practical and economical way.

Of all the agencies employed to battle with the submarine, the de-
stroyer has proved the most effective, and one of the handiest tools of
the destroyer is the depth bomb. Many U-boats have fallen victims to
this bomb. Of course, the destroyer has other weapons which the sub-
marines fears — her speed and flexibility which makes her a most difficult
target for a torpedo and which also enables her to ram a submarine that
comes incautiously to the surface, as well as her deadly guns and picked
gunners. These perils the submarine can avoid by diving under water,
and once there she is comparatively safe, or was until the depth bombs
were used. Now it may be confidently said that if a destroyer can locate
a submarine's position under water she can be destroyed almost as
certainly as though she were on the surface and a four-inch gun were
trained on her. It matters not how deep the submarine may sink ; even
if she rests on the floor of the ocean, the depth bomb will follow her down
and destroy her.

There are many other devices used to meet this death-dealing and
destructive craft, such as the hydroplane, the aeroplane and the dirigible.
Now all that is necessary is a reliable detectaphone to locate the sub-
marine accurately; when this is forthcoming the end of the submarine
menace will be in sight.

In the meantime Germany will continue to build submarines and
despatch them with fierce energy. She will take her toll of shipping,
hundreds more will be done to death, but it will all prove a delusion; and
then will come the reckoning. For the sake of victory Germany bade
farewell to honour and nobility and generosity. The terrible accusing
finger of humanity will ever point to the hideous record^ — innocent
freights of women and children, unoffending and defenceless fishermen
and holiday-makers, non-combatants, citizens of friendly states, all
m,urdered. Her submarine warfare has been a crime against nature,
against human necessity, against human life, and against civilization.
Germany will surely desire to blot out this and other chapters she has
written from the world's book of remembrance and she will not be able,
for

The moving finger writes and, having writ,
Moves on, nor all your piety nor wit
Can lure it back to cancel half ajine,
Nor all your tears wash out a word of it.

The War in the Air

(Continued from the February issue)

J. O. CARLISLE, M.A.

University of Toronto Schools

II. Types of Aircraft.

Aircraft may be divided into two classes, "airships" or lighter-than-
air machines and airplanes or heavier-than-air machines. All "airships"
consist of a gasbag containing some gas — generally hydrogen — lighter
than air, which by displacement of an equal volume of air gives a flotation,
the magnitude of which is determined by the kind of gas, the size of the
gas-container and atmospheric conditions. It is a harnessed, elongated
bubble fitted with steering apparatus and propelling mechanism.

Airships are constructed mainly in three types, "rigid", "semi-rigid",
and "non-rigid". Each type has its own peculiar advantages. The
choice of type must depend upon the circumstances under which it is to
he employed. There are not many examples of the rigid type. The
most important is undoubtedly the zeppelin. Imagine seventeen huge
wheels with tires and spokes'of aluminum united by longitudinal trusses
of the same metal, thus forming seventeen compartments, each of which
contains a separate balloon, and it is easy to grasp the construction of the
zeppelin. The bursting of one or two compartments does not materially
affect the buoyancy of the craft. The aluminum frame is covered with
cloth and to the keel are attached two gondolas— one fore and one aft —
containing the motors and connected by a covered gangway. The
dimensions of individual zeppelins have varied somewhat but a length
of 400 to 500 feet and a capacity of 750,000 to 800,000 cubic feet of gas
seems to be about the average. The power plant consists of three
Maybach motors, placed one fore and two aft, developing about 250
h.p. each, and driving the craft at a speed of 45 to 50 miles per hour.
Sufficient fuel can be carried for a continuous flight of 36 hours.

The "semi-rigid" type consists of a gas container held in shape by the
internal gas pressure with an additional stiffening keel to which the car
and motors are attached. There is only one example of this type — the
French "Lebaudy".

The "non-rigid" type consists of a gas container held Jn shape
entirely by the pressure of the gas within. It is necessarily limited
in size and is intended for field use only, not for long-range offensive
work. Such airships have two great advantages; they are quickly
inflated and deflated and they are easily transported. The best non-
rigid machines are the German Parsifal and the French Clement-Bayard.

[579]

580

THE SCHOOL

They have a lifting power of 5^ tons and a speed of about 40 miles per
hour.

The chief advantages of aircraft that are lighter than air o\er those
that are heavier than air are:

(1) Their speed can be variable. This advantage becomes apparent
in cases where they are used both for scouting and for ofTensive purposes.
The airplane scout can only make a dash over the enemy country —
though it must be admitted that, in spite of this, most satisfactory work
has been accomplished.

(2) They can hover over a certain point ; this is a great advantage in
dropping bombs.

on ioji OIU4 hetbm ^kinei . -(tnltr

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Till

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Fig. I.

Rear view of tractor with equal planes and lateral control flaps on both upper and lower planes.

From Military Aeroplanes by Grover C. Loening.

(3) They can be noiseless. In several of the raids on London, the
Zeppelins arrived to the north of the city, shut off their engines, and
drifted down with the wind. Thus they were able to bomb the "well-
fortified suburbs of London" or the "fortified town" of Ram.sgate
without warning.

(4) Their size and carrying capacity fits them for long-range ofTensive,
making them especially useful for naval work.

(5) They are endowed with great lifting and sustaining power and
stability. Thus, if their engines break down, they can remain in the air
while repairs are being efTected. If an airplane engine "stalls", it
can rarely be started again and this means a forced landing, if not a crash.

The principal disadvantages would seem to be:

(1) The resistance of the gas-bag. It is in opposition to science to
attempt aerial navigation by pushing such a lafge surface against the air.
It takes only a moderate head wind to make the motive power una\ailing.

THE WAR IX THE AIR 581

(2) Danger of fire. Several zeppelins have been burnt, some in
mid-air, some in their hangars. This danger arises from the close
proximity of the petrol motor to the gas-filled envelope. There is also
considerable fire hazard from the electrification of the envelope and
ballonets, due to friction of surfaces in contact with the air and with one
another.

(3) Difficulties of applying the propellers in an effective position.
Zeppelins and all airships are very defective in this respect. The screws
are applied to the propulsion of the car, not to the whole system and so
the cumbersome gasbag lags behind.

(4) No material has been envolved which will make a gas-proof
envelope. All rubber-treated or varnished fabrics disintegrate rapidly
o^>•^ng to contact with the weather and to some chemical change caused
by diffusion of the internal gas.

(o) Great cost of airships. It is easy to spend S250, 000 on an airship.
This amount will build fifty airplanes which would be of much greater
military value and would cost much less for upkeep.

(6) The amount of personnel, equipment, and accommodation
required for airships. Besides a large and expensively-trained crew,
each of these monsters requires 300 trained sappers to attend to starting
and landing and to look after the motors, etc. Huge hangars, machine-
shops, and inflating machines are also essentials.

(7) Liability of being destroyed by airplanes in war. An airship
would be at the mercy of a swift, skilfully-handled airplane. Indeed,
early in the war, a French aviator destroyed a parsifal by merely dropping
a few jagged stones on the envelope.

Of heavier-than-air machines it is propcjsed in this article to deal
only with airplanes. In distinction to the airship, supported by a
buoyant gas, the airplane is supported by an upward wind pressure,
generated by its own speed through the air. This lifting pressure is
obtained on specially formed wing surfaces which are set at an inclined
angle and forced through the air by a revolving screw. Suitable auxil-
iary surfaces and rudders are used to preserve the equilibrium of the
craft and to enable the pilot to steer it. An airplane which is pulled
through the air by a propeller situated at the front is called a "tractor".
On the other hand if the propeller is back of the main lifting planes, the
machine is called a "pusher". The tractor is the most widely used type
now, but the pusher still has a raison c?'e/re, especially for gun-carrying.
The term biplane refers to an airplane with double wings superimposed,
and monoplane to a single deck type. Very few monoplanes are now
used by the warring nations.

Reference to figures 1 and 2 will show the principal parts of modern
military tractors. These machines are Ijoth two-seaters and have fixed

582

THE SCHOOL

motors. The pilot and observer sit in tandem seats and control the
movements of the machine by foot, hand, and often also by a yoke
fastened to the shoulders. Lateral movements are controlled by the
"wing-flaps" or "ailerons" which are small separate planes between the
main ones. Depressing the flaps on one side causes that side to drag,
thus bringing the machine around to right or left. In making a turn,
the machine tilts or "banks" to preserve stability, just as the outer rail
on a railroad curve is- higher than the inner or as a man on a bicycle leans
inwards when rounding a corner. Motors are of two types — fixed, as in
an automobile, and rotary. In the latter type seven or nine cylinders
converge around one axis and the whole motor revolves, forming motor

Fig. II.

Tractor with double flaps, high rudder, and fins for directional stability.

From Military Aeroplanes by Grover C. Loening.

and flywheel in one and also facilitating cooling. Fighting planes carry
one, two, or three machine guns. These guns are connected with the
motor and by a synchronising device fire through the blades of the
revolving propeller without attention from the pilot, who can give his
whole mind to the handling of his plane. This truly wonderful device
was the invention of a French aviator, Roland Garros. He was captured
with his machine and the Germans promptly stole the idea as they did
the Lewis gun at Antwerp.

The tendency in airplanes has been to run to two extremes, for
fighting, as small and fast as possible;' and for bombing, as large and
powerful as possible. Speed is in inverse ratio to wing-spread and,
therefore, fighting machines are stable only when travelling at 100 miles
an hour or more.

Some of the more famous types of machines may be mentioned but,
for obvious reasons, only-general information is available on the latest

GAZETTEER OF THE WAR 583

models. The German "albatross" is capable of a horizontal speed of
187 miles an hour. It is a single-seater and carries three machine guns,
shooting automatically and simultaneously through the propeller. The
sight of these weapons converges 50 yards in front of the 'plane making
the chance of hitting the opponent three times as sure. It is probably
the finest fighting machine that has ever been developed in the world,
being capable of climbing 15,000 feet in less than twelve minutes. Other
well-known German machines are the fokker, a copy of the French
Nieiiport, the walvet and the gotha. The last-named, like the zeppelin,
has accumulated notoriety rather than fame as it is the machine used in
recent raids on England. France has evolved the Nieuport and spad;
and England has the Bristol bullet, the Sopwith, the Vickers' scout, the
Handley-Page and the D.H.9. The last-named is the best British
machine. It has a 455 h.p. Rolls-Royce motor, makes 140 miles per
hour, and climbs 15,000 feet in fourteen minutes.

(To be continued.)

Gazetteer of the War

HUGH B. KILGOUR, B.A.

University of Toronto Schools

Petrograd. — Known before the war as St. Petersburg. At the northeastern end of
the Baltic sea. Chief Russian port of the Baltic. Magnificent harbour piers formed of
granite rock. A great industrial centre: machine shops, iron foundries, cotton and
woollen mills. Its strategic advantage is readily seen by reference to a map. Informa-
tion in profusion can be found in any geography. The struggle between the Kerensky
and revolutionary forces centred here.

Dago, Oesel, Moon Islands. — Three important islands of a group lying at the extreme
northern point of the Gulf of Riga. They average in size about 20 miles by 10. The
natives gain a livelihood by fishing and cattle-raising. Very poor soil makes farming
impossible. In October of 1917 the Germans captured these Islands, swept the Russian
fleet from the Gulf of Riga, and landed on the Verder Peninsula which they later evacu-
ated.

Brest-Litavsk. — Now famous for the peace negotiations which went on between the
Germans and the Bolshevik! ambassadors and which the allies watched with anxious
interest. At the confluence of the Rivers Bug and Muskhovetz. About 100 miles east
by south of Warsaw. The town has a great trade by river, canal and railway. Popula-
tion about 100,000. The great Russian retreat of May-October went beyond this point
to a distance of some 100 miles. The Germans captured the city August 25th, 1915.

Czernowitz. — In Austria-Hungary on the Pruth river south of Lemberg about 90
miles. Population about 90,000. Figures in the fighting about the Carpathians and the
great German and Austrian advance into Russia. One of the starting points of the
Russian offensive in 1914, it has been the scene of constant change as first the Russians
held it and then the Germans and .^ustrians took it. Now the Germans and Austrians
dominate the whole vicinity.

The Development of the Imperial Conference

(Continued from the March issue)

G. M. JONES, B.A.
Faculty of Education, University of Toronto

London, 1911. — The period between 1909 and 1911 was one of con-
tinued anxiety for the British people. The Liberal programme of social
reform had involved the Asquith Government in a bitter struggle with
the House of Lords which culminated in the Parliament Act of 191 L
The imperialists of Great Britain were much concerned about the naval
policies of Canada and Australia, which were laying the foundations of
local navies. Abroad the situation was still threatening. Germany had
been practically defeated at the Algeciras Conference, but she continued
to increase her navy, and was certain to assert herself at the next favour-
able opportunity, which, indeed, came in July 1911, just after the close
of the 1911 conference. On that occasion she sent the gunboat Panther
to the port of Agadir, and thereby interfered once more in the question
of Morocco. Other countries also were making warlike preparations.
Anxious to be prepared for emergencies, they were spending so much
money on their navies that the total expenditure of the seven Great
Powers of the world on their navies for year 1911 was $629,045,000, an
increase of $251,451,000 over the total expenditure of 1901. It was under
these circumstances that the regular quadrennial Imperial Conference
was held in London in May and June 1911.

Great Britain was represented by her Premier, Hon. H. H. Asquith,
who acted as chairman, and Hon. Lewis Harcourt, Secretary of State
for the Colonies. Canada was represented by Sir Wilfrid Laurier, Sir
F. W. Borden and Hon. L. P. Brodeur. Of the other members of the
Conference the more prominent were Mr. Fisher of Australia, Sir Joseph
Ward of New Zealand, and General Botha of the new Union of South
Africa. Mr. Asquith, in his opening address, reviewed the peculiarities
of the British Empire, dwelt on the advantages of the periodical con-
ference at which "we may take free counsel together in the matters
which concern us all", and then emphasized the importance of flexibility
in the constitution of the Empire. " I am sure we shall not lose sight of
the value of elasticity and flexibility in our Imperial organization, or of
the importance of maintaining to the full, in the case of all of us, the
principle of ministerial responsibility to Parliament".'

Two very important matters were discussed, the constitution of the
Empire and foreign afTairs. The first was brought up by the following
resolution, moved by Sir Joseph Ward, Prime Minister of New Zealand:

'Minutes of Proceedings of the Imperial Conference 1911, Canadian Sessional Paper
No. 208, p. 25.

[584]

DEVELOPMENT OF THE IMPERIAL CONFERENCE 585

"That the Empire has now reached a stage of imperial development
which renders it expedient that there should be an Imperial Council of
State, with representatives from all the constit-uent parts of the Empire
whether self-governing or not, in theory and in fact advisory to the
Imperial Government on all questions affecting the interest of His
Majesty's Dominions oversea".' He was impressed with the necessity
of having a better empire organization in order to meet the pjerils arising
from foreign naval rivalry, foreign immigration into the Empire, the
policy of local names, and the "yellow peril" which threatened Australia
•and New Zealand^

The above resolution, which had been forwarded to the Colonial
Office in advance, called for the creation of an Imperial Council; but, on
the way over from New Zealand, Sir Joseph had altered his plans, and,
in a very long speech, really advocated the creation of an Imperial
Parliament. There was to be an Imperial House of Representatives
elected by the white people of Great Britain and the Dominions (220 out
of 300 elected by Great Britain) ; an Imperial Council of Defence of
12 members, 2 from Great Britain and from each of the Dominions;
and an Executive Council of fifteen. This Imperial Parliament was to
control matters common to the whole Empire and those which could be
satisfactorily undertaken only by the Empire as a whole, such as foreign
relations and defence. It was to get its revenue by levying contributions
on the different parts of the Empire, contributions calculated on a per
capita basis, except that for defence the Dominions would pay per capita
only 50% as much as Great Britain. The Dominions were to raise
their contributions in any way they liked. -

Sir Joseph's scheme, the first of its kind to be presented in detail to a
Conference, met with a very hostile reception. Sir Wilfrid Laurier
objected particularly to the financial proposal. "Now if there is one
system which I think is indefensible, it is the creation of a body which
should have the power to expend at its own sweet will without having
the responsibility of providing for the revenue to carry on the expendi-
ture."' Mr. Fisher was of the same opinion; "Sir Wilfred has really
expressed my own view". Of all the Dominion statesmen. General
Botha expressed most fully his objections. His principal fear was that
such a scheme as Sir Joseph had outlined would encroach on the autonomy
of the Dominions, and thereby weaken the Empire. "But what are we
asked to do now? It would probably mean, I submit, the creation of
some body in which would be centralized authority over the whole
Empire. Now this would in my mind be a step entirely antagonistic
to the policy of Great Britain which has been so successful in the past, and

'Minutes p, 40. 'Minutes pp. 60-63. 'Minutes p. 73.

586 THE SCHOOL

which has undoubtedly made the Empire what it is to-day. It is the
policy of decentralization which has made the Empire^ — the power,
granted to its various peoples, to govern themselves. It is the liberty
which these peoples have enjoyed and enjoy under the British flag which
has bound them to the Mother Country. That is the strongest tie
between the Mother Country and the Dominions, and I am sure that
any scheme which does not fully recognize this could only bring disap-
pointment and disillusionment. I fear that the premature creation
of such an Imperial Council as is suggested would — rather than bring
the different parts of the Emjiire closer together— ;tend to make the
connection onerous and unpleasant to the Dominions. Let us beware
of such a result. Decentralization and liberty have done wonders.
Let us be very careful before we in the slightest manner depart from
that policy. It is co-operation and always better co-operation between
the various parts of the Empire which we want, and that is what we must
always strive for."'

Mr. Asquith, on behalf of the British Government, said that the
existing Imperial Government could not share with any other body its
responsibility for the conduct of such important matters as "foreign
policy, the conclusion of treaties, the declaration of maintenance of
peace, of the declaration of war". Moreover, he urged that the Dom-
inions would not wish to run the risk of having measures forced on them
by a body in which they were in a minority.- The opposition to Sir
Joseph's scheme was so strong that he withdrew his resolution. He had
presented his case very badly, but his failure was due primarily to the
fact that centralization had no friends in the Conference except the
representatives of New Zealand.

The question of foreign affairs received a great deal of attention at
this Conference. At the 1907 Conference the representatives of Aus-
tralia and New Zealand had vigorously attacked the policy pursued by
Great Britain in connection with the New Hebrides, and Sir Robert
Bond of Newfoundland had objected strenuously to the modus vivendi
arranged with the United States in connection with the Newfoundland
fisheries; but in 19n, for the first time, all the Dominions joined in a
definite demand for some voice in foreign affairs. The Government of
Australia had sent in a resolution regretting that the Dominions had not
been consulted prior to the acceptance by the British delegates to the
Hague Conference of the terms of the Declaration of London, and
objecting to certain articles of the Declaration. With one exception, the
Dominion representatives supported the claim of Australia to be con-
sulted, and the British Government promised through Sir Edward Gre\-
that in future the Dominion Go\Trnments would be consulted in con-
'Minutes p. 74. -Minutes p. 76.

PSEUDOPEDAGOGY 587

nection with the negotiating of international agreements affecting the
Dominions "where time and opportunity and the subject matter"
permitted. In connection with the articles of the Declaration of London
which had been challenged by Australia, Sir Edward urged that they
marked a distinct advance in international law and ought to be accep-
ted.^ The Conference concurred in his view.

At a meeting of the Committee of Imperial Defence the members
of the Conference listened to a general exposition by Sir Edward Grey
of the foreign policy of Great Britain and the state of international
relations. For the first time Dominion statesmen were admitted, as
Mr. Asquith put it, "into the interior, into the innermost parts of the
imperial household". -

Many other matters were discussed, but they were dwarfed in
importance by the two already mentioned. No progress was made in
the attempt to give the Empire a more centralized government, but with
regard to foreign affairs a great change had been brought about. From
this time on Dominion statesmen were to be admitted, at least period-
ically, to the secrets of the British Foreign Ofifice, and they were to be
consulted whenever possible about international agreements affecting
the Dominions. At the closing session of the Conference, Mr. Fisher
expressed thus his view of the work accomplished: "I believe what has
been done at this Conference has laid a foundation broader and safer
than has ever hitherto been the case. I believe that the people do not
yet fully understand what has taken place at this Conference. Hitherto
we have been negotiating with the Government of the United Kingdom
at the portals of the household. You have thought it wise to take the
representatives of the Dominions into the inner counsels of the nation
and frankly discuss with them the affairs of the Ertapire as they affect
each and all of us. Time alone will discover what that means. I am
optimistic. I think no greater step has ever been taken, or can be taken
by any responsible advisers of the King."'

¥

•Minutes pp. 109-120. 'Minutes p. 4.54. 'Minutes p. 452.

{To be conlinued).

Pseudopedagogy

C. SANSOM, B.A.

Normal School, Calgary

IT is a question whether we are not making of the work of teaching
a more involved and intricate process than it has any need to be.
The idea prevails that simple, straightforward instruction should
l)e given very little place in the classroom. In this respect teaching in

588 THE SCHOOL

the school is sharply differentiated from teaching on the playground and
ever\ where else. Elsewhere children's questions, for instance, are
answered simply and directly if they can be answered at all, and their
difficulties met and overcome front on; but in the school questions are
met with counter-questions, and problems attacked from the rear by
devious by-paths. In attempts to "rationalize" processes, "develop"
lessons, and "draw out" the pupils, the work of the teacher becomes
indirect, complicated, and academic. The worst difficulties of teaching
are mainly school-made and artificial.

This tendency to hedge the work of teaching about with difficulties
can be traced, of course, to the disciplinary conception of education as
primarily a process for the development of general mental power. But
during the last few decades we have been coming to think that, in spite
of all the disciplinary agony of long division and quadratic equations,
what we really acquire during our school days is not so much general
power as specific abilities. Without going so far as to hold that educa-
tion has no disciplinary effect on the mind in general, we still cannot
ignore the evidence in favour of the highly specific nature of the learning
process. To do this would be deliberately to turn our backs on the
general trend of educational thought during the last half-century.

There has, however, as yet been practically no change in the practice
of teaching to correspond to this changed point of view in educational
theory. We still go on "rationalizing" and "drawing out" and all the
rest of it for all the world as though the mental salvation of the pupils
depended on this sort of thing. Now in teaching, say, multiplication,
about the only thing we can be quite certain we are doing for the pupils
is that we are teaching them how to multiply. In "long multipli-
cation", for examplfe, each succeeding partial product is set over one
place to the left. But how many teachers would be so unpsychological
and unpedagogical as simply to show their pupils how to do this? True,
we could teach just multiplication in this way very easily, but we are not
teaching just multiplication, we are training the mind. And so the whole
process is put on a units, tens, and hundreds basis, and what a hocus-
pocus of trouble we have on our hands. For days and weeks the poor
youngsters repeat back to the teacher a "rationalization" which probably
in most cases means just about as much to them as Hebrew to a China-
man; until, finally, observing by some chance where the first figures of
the partial products really go, they proceed to multiply in this way for
the rest of their lives.

It is the same everywhere in arithmetic. The whole subject is peda-
gogically top-heavy. So much attention is given to the way arithmetic
should be taught that very often the subject itself scarcely gets taught
at all ; and, if it does, it is only by an expenditure of time and energy out

PSEUDOPEDAGOGY 589

of all proportion to the inherent difficulties involved. Why continue
to load down such mere tools of knowledge as the fundamentals of
arithmetic with the whole burden of mental discipline? The crux of the
matter is that many of these processes have to be mastered before the
pupils can possibly grasp the significance of the operations in the adult
sense. Why not teach these operations just for their own sake and let
the demand of the pupils for the why and wherefore determine which of
them should be rationalized in any given grade and which should not?

But the real test of skill comes when the teacher sets forth to "draw
out" of the pupils the very things which she is supposed to teach and
which they are not supposed to know. This is done, of course, by
questioning. Now if the questions are put with sufficient skill and if the
teacher is persistent enough the chances are that a pupil may be found
who had learned the fact out of school or in another room. Then this
pupil tells the others. It is apparently considered better teaching to
spend almost any length of time and to "draw out" scores of wrong
answers on the mere chance of finding a pupil who can tell the class' than
for the teacher to tell the class. The idea seems to be that for the
teacher to give the information would have a bad effect somehow on
the "minds" of the pupils. It does seem a little remarkable that it is
only professional teachers who have this bad effect on people. Children
at home learn with great rapidity how to say and do all sorts of things
from parents who just tell them or show them how in the most direct
way possible. And what surprisingly fine condition their minds are in
when they come to school at six! Again, after we leave school, when
we want to find out how to do a thing we go to some person who knows
more about it than we do and get him to show us how. No pedagogy
about it. What would you or I say to an art instructor or a music
teacher who would collect a dollar an hour and spend nearly his whole
time reducing to law and order those Herbartian "ideas" of ours bobbing
up and down somewhere in our apperceptive mass?

"On your life don't tell the pupils anything," I overheard, just the
other day, a youthful enthusiast exhorting a still more youthful aspirant
for pedagogical honours. And what, in fact, could be more depressing
than one of those dreary monotonous "telling" lessons? Nothing I can
think of unless it is a pointless, meaningless, "questioning" one. Let us
suppose it is a lesson in hygiene. The topic is the proper care of a
■fainting person. After a few introductory queries to get those "ideas"
well stirred up comes the main question: "What do you think ought
to lie done when a person faints?" Now it may be that one of the
pupils has a pretty good idea what ought to be done. If so he tells
the class. No great harm comes of it either. If he is asked why
he would do thus and so and if he knows why he tells the class this

590 THE SCHOOL

also. Still no irreparable damage. This pupil might even go so far
as to give the class an objective demonstration of how he would
handle the situation. The teacher congratulates herself on her teaching
ability and votes the lesson a complete success.

But what if no pupil in the class has any idea what ought to be done?
Would it be permissible for the teacher to take the place of this hypo-
thetical pupil? Not by any manner of means. This would have a most
disastrous effect on the mental development of the whole class. "On
your life don't tell the pupils anything." And so she urges her question
and waits for an answer. Finally some venturesome pupil hazards
as a pure guess: "Take off your coat and put it under his head." And
just here the " pedagogiste " comes into her own. Volleys of questions
are poured into that unfortunate pupil, — the appearance of the face? —
the cause of this appearance?^ — the effects of gravity? etc., etc. She
twists and squirms; she drives at the subject from the front and the rear
and the left and the right, from above and from below. This is the
"Socratic" method, by the way. Poor old Socrates! If ever any man
was disturbed in his grave by the perversion of his theories Socrates must
be having a decidedly uneasy time of it. However, the pupils finally
get a suspicion that there was something wrong with that suggestion
about the coat. The point is gained and another triumph is scored to
the credit of the fine art of pedagogy.

There is no gainsaying the fact that there are teachers who get
remarkably good results from this method of teaching. These are
mainly teachers of considerable training and experience with possibly
a few others who have a natural turn for pedagogical gymnastics of this
sort. It requires a high degree of skill and the best of judgment. But
the great majority of our teachers, especially in the rural schools, are
young girls who, after a meagre four months' Normal training, begin
to teach when they are from sixteen to twenty and remain in the pro-
fession, on an average, perhaps two or three years. It is clearly absurd
to expect these young people to do anything involving a high degree
of professional skill. To attempt this invites disaster. By nature,
training, and experience, most of these teachers are qualified only for
unskilled labour. No parents, playmates, social or business associates so
lacking in teaching ability but we learn from them probably far more
on the whole than we do from our teachers with all their pedagogy.
And think of what we learn from books and how hopelessly unpedagog-
ical they are, especially those we like to read! Try to imagine Darwin
setting out to teach the whole world the theory of evolution by the
Herbartian method! Not inherent difficulties in teaching but a smatter-
ing of pseudoscience is the chief source of danger to the young teachers
in our small rural schools.

Rural Teachership

T. E. RODIE, M.A.

Craigmyle, Alberta

THE realities of the educational situation in many rural districts
constitute a sort of trench warfare. Reports of an occasional
raid or aeroplane success serve to maintain the morale but do not
greatly affect the general situation and now even the barrage attack —
the convention — is suspected of having its limitations. The few illus-
trations from a teacher's experience that are included in this article
are proffered as suggesting a simple method of securing a certain unity
of allied efTort in the struggle.

Two sentences from the pen of Dr. CofHn crystallize the difficulties
under consideration. "It is surely illogical to expect the occupant of a
position to rank very highly in the community so long as the position
itself is held in such low esteem. . . . Only a resident teacher of ripe
experience and strong personality can take the lead successfully in most
of our rural communities."

The problem is very largely a financial one. It is solved if we can
create a class of resident, qualified, and cultured teachers who will have
reason to blush neither for their economic status nor for the limitation
of their opportunity for service alonfi the lines of their profession. In a
campaign for this and other reforms we can enlist the aid of an ally whose
equipment for service and whose capacity for co-operation is rapidly
improving.

In Alberta some sixteen thousand farmers are united in an association
which is mainly concerned with self-education and community welfare.
This is the United Farmers of Alberta and while space does not allow
of our enlarging upon its history and importance, we may regard the
U.F.A. as being an educational machine.

For some tirfie this organization has been trying to solve some of its
own problems by providing, for each local branch, an income out of which
a salary of some hundreds of dollars might be paid to the local secretary.
In return for this payment serious demands would be made upon that
official's time and energies but measurable results in community service
would be obtained.

In most cases, however, such demands would not be other than could
easily be met by a resident teacher. They might include the calling and
direction of meetings, the preparation of a few lectures, the collection of
local statistics, correspondence, organization of social events, and the

[5911

692 THE SCHOOL

administration of some co-operative enterprise requiring clerical work,
such as hail insurance or the purchase of some agricultural items on a
community basis. If there is a teacher in these farming provinces
incapable of doing these things and correlating them with his school
work then his certificate is just as much camouflage. Efficient services
of this kind are more professional than some of the class-room work and
so long as they are conducted strictly on a community basis these
activities will call forth an understanding and respect where studied
attempts at "leadership" would only appear mawkish and unfruitful.

If only a proportion of Alberta's five hundred U.F.A. locals adopted
this scheme there would be a new outlook for rural teachership. The
position would demand a resident teacher, certificated, practical rather
than "bookish", and worthy of his hire. He who regarded a rural
appointment merely as a stepping stone to the heights of teeth-pulling
or grocery supervision would have to "step lively" indeed. War
veterans with scholarship, men and women with organising ability,
and more serious students generally would enter the Normal Schools and
there would result an appreciable narrowing of the gap that lies between
the school patron and the school machine.

My advocacy of the community school is strengthened by recent
observation of the work of a resident teacher whose situation is almost
exactly such as I have defined above. With his permission I shall sketch
briefly the features of his work that bear interest in this connection.

Mr. K's school is twelve miles from town in a part-foreign district.
When first appointed he encountered an unpainted, ill-equipped school
with seven acres of unfenced ground. The atmosphere still smoked with
the fury of the feud that had raged around his predecessor. The trustees,
who were bachelor homesteaders, built a house for Mr. K. and his family.
The latter has now repaid half of its cost in rent. The buildings are
painted, the grounds fenced, the school well-equipped and each season
the school garden increases its area and its usefulness.

The advantages of the residence to the tenant are obvious but the
community benefits still more. Property is constantly under supervision
and repairs are easily effected. In winter the official janitor is fore-
stalled by an hour and a warm schoolroom greets the first arrival. This
enables K. to conduct school about one-fifth more of the time in winter
than his fellow-teachers who serve in isolated schools with tardy janitor-
ship.

In the evenings he has convenient access to the books, maps, and
blackboard for study or preparation. Sometimes, to spare the daily
time-table, he takes High School work in the evenings and can accom-
plish this without any hardship.

RURAL TEACHERSHIP 593

A hot lunch is ready every noon and for this the residence stove is
used. Mrs. K's association with the pupils in this activity and in games,
etc., is a feature much appreciated by the community, while the repair
and Red Cross facilities of the home are a source of comfort to the pupils.
One third of the attendance is of foreign parentage and there are retarded
pupils on the roll but the department reports on the school are exceedingly
favourable. K attributes the credit for this largely to the fact that the
comforts of his situation permit him to plan out his work.

In the residence is maintained a local library, a university extension
library, and certain of the neighbours club with the teacher in securing an
assortment of authoritative newspapers and reviews.

U.F.A. and other community meetings are held in the school. Often
a parallel meeting is conducted by the womenfolk in the residence at the
same time. Refreshments are provided on the slightest provocation.
On the occasion of social events, patriotic concerts, and so forth, the
teacher's house is very much in use. Mothers who would otherwise
remain at home rather than expose their children to unhygienic condi-
tions establish a creche in K's house. As many as a dozen infants are
"checked" there sometimes, while their parents enjoy the "doings"
freed from anxiety. As a result social events in that district are well
attended. K's school holds the rural record for a single patriotic event.
A sum exceeding five hundred dollars was collected in one hour on a
recent evening for Red Cross and other objects.

This is a condensed and very "sketchy" recital of K's community
work but, as he himself declares, the realities are sketchy and experi-
mental. No picture of Utopia is intended and if what has been out-
lined is hardly worth reaching for it is at least within reach. On the
financial side K's status is from twenty to thirty per cent, better than
if he depended solely on his teacher's salary. This increase comes to
him as he sits at his desk and co-operates with the progressive element
in the community.

With the increase of material comfort there comes an increased
respect and effectiveness. His school patrons are therefore securing
something of considerable worth at no cost save an adjustment of burdens
already being carried.

Johnny B, who has seen eight summers go by, not very long ago developed a fond-
ness for playing " hookey " from school. After two or three offences of the kind he was
taken to task by his teacher.

"Johnny," she said, "the next time you are absent I want you to bring me an excuse
from your father telling me why you were not here." " I don't want to bring an excuse
from father," protested the boy. "Why not?" asked the teacher, her suspicion plain.
"'Cause father isn't good at making excuses. Mother finds him out every time."

Manual Training and Household Arts at Riverside School

CLIFFORD \V. FAIRN,

Director of Technical Education, Calgar>"

MANUAL training and houseiiold arts have been established
features of the Public School course in Calgary for many years.
A well-organized course in manual training has been given in
grades I to VIII; in the first four grades this is known as primary hand-
work. Boys and girls receive the same training up to grade V, when
the boys take up bench work and drawing, and the girls sewing. During
the past two years very satisfactory teaching of sewing has been carried
out by the teachers of grades V and VI, although in some cases the
sewing in grade VI is still given by a special teacher. Eventually all
sewing in grades V and VI will be taught by the grade teachers. The
girls of grades VII and VIII receive one lesson per week in cookery.

Could conditions be assumed equal in all districts of the city, the
courses outlined would be quite satisfactory, but in a growing city like
Calgary, with its large foreign population, conditions vary widely in the
different districts. This is particularly true of the section served by
Riverside School, where two years ago 65% of the pupils were of German
parentage, and over 60% of those in attendance at the main building
and the bungalow adjoining, owing to lack of opportunity and foreign
birth, could be classed as retarded pupils. The Riverside School is an
eight-roomed stone building with a four-roomed bungalow school ad-
joining, and the two are classed as one school. The records of the school
showed that a large majority of the pupils left school at fourteen years
of age to assist in earning a livelihood, and the problem which presented
itself to the Board was how to provide the most useful training to these
particular pupils in the short space of time spent in school. With this in
view a committee composed of the Superintendent of Schools, Principal
R. Massey, B.A., of the Victoria Prevocational School, Mr. S. Y. Taylor,
Principal of the Riverside School, and the writer of this article, was
asked to make recommendations dealing with the Riverside situation.
After dealing with the situation in general the committee made the
following recommendations :

1. That the course in spelling in grades IV and V be revised and
made more practical.

2. That greater emphasis be laid upon speed and accuracy in the
four elementary rules of arithmetic and less time spent on the solution
of problems on the compound rules.

3. That no formal grammar be required for grades IV and V.

[594]

MANUAL TRAINING IN RIVERSIDE SCHOOL

595

4. That the course in geography be modified so as to consist of the
essentials necessary to the making of Canadian citizenship.

5. That the two basement rooms of the large school be equipped
for the use of boys' classes in drawing and woodwork, and girls'
classes in household science, sanitation, care of children, etc.

6. That two special teachers, one in manual training and the
other in domestic science, be appointed to teach these and allied
subjects, and to take charge of the physical exercises of both girls and
boys.

Owing to the necessity for economy it was decided to start with
simple equipment and no attempt was made to carry out the formal
layout of the manual training and household science centres of the other
schools.

Manual Training: Room, Riverside School, Calgary

With the view of approaching home conditions as nearly as possible
the household science room was fitted up with six kitchenettes, each
accommodating four pupils and provided with a small gas range, sink,
table and cupboards. As shown in the accompanying photograph, each
group is under the eye of the teacher, yet working independently. The
care of the range, sink, table, and cupboards is divided up alternately
among the four girls of the group and practical working conditions are
ensured. Miss Lilian Archibald, the teacher in charge, is quite enthus-
iastic about the layout and equipment and a visit to a class at work
would satisfy the most skeptical.

In the case of the manual training, it was found that the cost of
individual work benches imported in the usual way would be prohibitive
and it was decided to construct four work benches, accommodating six
pupils at each bench. These benches were built of B.C. fir and equipped
with rapid-acting vises, tool racks, bench dogs, and so forth. Mr. G. D.

596

THE SCHOOL

Martin, the present Principal of the School, gives the instruction in
manual training and is well pleased with the working of this arrange-
ment. A complete and first-class outfit of woodworking tools is provided
and with the exception of not having individual benches the equipment
is equal to our best manual training centres.

All pupils of grade HI over ten and a half years of age are taking
either manual training or household arts. In grade IV, those of eleven
years of age and older are given instruction in those two subjects. Cook-
ing has not yet been given below grade V. The girls of grades III and
IV receive two sewing lessons per week.

Some weeks after these subjects had been introduced the Principal,
teachers, and pupils were "at home" to parents. Prior to this time

Household Science Department, Riverside School, Calgrary

efforts to interest parents in the activities of the school had met with
very little success. On this occasion over three hundred parents pre-
sented themselves and seemed to be delighted with the opportunities
afTorded to the children for practical work.

It is the intention to extend the scope of the work in manual training
to include metal work and, possibly, shoe repairing and it is probable
that the timetable will be arranged to allow for more than two lessons
per week in manual training and household arts. From present in-,
dications this may be done without affecting the grading examinations
adversely.

At this date the experiment seems to be ^pronounced success both in
arousing the interest and enthusiasm of the boys and girls in school
work and also in encouraging pupils to remain longer in school.

Leading Manitoba Educationists W.

I
I

I

Hi.'N. I)U. R. S. iHORMOX.

HON. Dr. Thornton, the
Minister of Education for
Manitoba, is probably as
progressive a man as Canada has
produced in many years as head of
an educational department. His
work with the Public Schools dur-
ing the past three years has been
all but marvellous. Whilst he has
shown wholesome aggressiveness,
his attitude at all times has been
one of sympathy and understand-
ing. Caution, consideration, and
candour are characteristic quali-
ties which when associated with
quiet determination and good exe-
cutive ability make for construc-
tive and successful statesmanship.

And these qualities Dr. Thornton possesses. Willing to consider all
aspects of a question, desiring to be just, and anxious to have the backing
of public sentiment, he nevertheless rarely hesitates to carry out the
policies which he decides are best for the schools; and he hews to the line,
fall the chips where they may. "The best school for everyone and
everyone at school" is the principle at the basis of his educational
policies.

Dr. Thornton was born in Edinburgh, Scotland, on May 8, 1863.
He was educated at Heriot's Hospital and Edinburgh University,
graduating M.B.C.M. Coming to Manitoba in the '80's he has prac-
tised medicine in Deloraine since 1884. In his profession he has been
a leading member of the Manitoba Medical Council since 1886, was
president of the Council for two years, and Vice-President of the Medical
Council of Canada in 1912.

Like .so many Scotchmen, politics always interested him and he
was elected to the Manitoba Legislature as member for Deloraine in
1907. From the time of his first appearance in the House, he has
always had the schools as his own peculiar preserve. While the Liberals
were in the Opposition he was the critic of the Government"s educational
P'jlicies and then put forth ideas many of which he has since tried out in
practice. With the formation of the Norris Government in 1915, Dr.
Thornton's opportunity came and when he took over the Department of

I -''.n ]

598 THE SCHOOL

Education he began gradually to bring about those changes which he
had advocated in the House. Always fair and judicial, he gave credit
where credit was due and carried on the work from the point where his
predecessors had left it.

If we might single out one point as distinctive in his work, it is this:
his insistence upon national English schools for every boy and girl of
Manitoba, whatever his race or circumstances. To carry out his
policies in regard to the foreign population and the isolated communities
he established a new ofifice, that of the Ofificial Trustee, and was exceed-
ingly fortunate in finding a man of rare gifts in Mr. Ira Stratton of
Stonewall.

Dr. Thornton has been fortunate in having the heartiest co-operation
of the ofificials in the Department and of the inspectors. A large measure
of his success as a Minister has been due to his ability to inspire en-
thusiasm and confidence. ■ E. K. M.\RSHALL.

Nature Study for April

PROFESSOR G. A. CORNISH, B.A.

Faculty of Education, University of Toronto

For the First Form — The Pussy Willow.

For the Teacher. — This is a favourite topic for nature study and yet
how little some teachers really know about it! The twigs with the
pussies are found in March and April. They grow on a small, diffuse
tree or shrub, which grows in moist locations. The pussies are really
the flower clusters and, if they are gathered when mature, the stamens
with their yellow antlers are plainly visible to the keen eyes of the pupils
of the first grade.

This swamp willow is what the botanists call dioecious which means
that it has two kinds of flower clusters on two different trees. If the
teacher who gathers the pussy willows will observe carefully, it will be
noticed that on some trees the pussies are not nearly so hairy as on others;
those that are most hairy produce stamens, the others produce the pods
containing the seeds. Both should be studied by the pupils. When the
pussy willows are first pulled they are dark-coloured, but as they mature
they I^ecome quite yellow as the stamens with their yellow antlers push
out of the scaly covering. If the trees are visited on a sunny day, when
they reach this mature condition, it will be observed that swarms of
honey liees are visiting them, attracted by the mass of yellow colour,
and no doubt by the smell of nectar, which abounds in little cups deep
down among the hairs.

i

4

NATURE STUDY FOR APRIL

599

At the end of April the pussies of the stamen-bearing trees are
all withered, but those of the seed-bearing trees are much enlarged and
composed of green pods, the hairy covering now being much less prom-
inent. By June these pods have ripened and the seeds, like little tufts
of cotton, are being carried away by the wind.

The plant does not need seeds for purposes of reproduction, since
wherever a twig touches moist ground it will send down roots and begin
growing.

Work by the Pupils. — Have the pupils bring bottles from home
and put some twigs of pussy willows, both stamen-bearing and pistil-

1

»1 '^*iif*>nPC^~ ^K . \^^k

in ^-^

i

1, Mature staminate flower, 'i. Immature staminate flower. 3. Mature pistillate flower.
From The Tree Rook by Julia E. Rogers, Doubled-iy, Pape & Co.

bearing, in each bottle. If these are placed in a sunny window, they will
continue to grow and the pupils can see all the stages of growth until
they turn yellow as the stamens mature. Probably many of the twigs
will send down roots into the water. In the first class only the simplest
facts can be observed.

For The Second For.vi — Ho-w the Squash Seed Gels Out of Its Skin.
For the Teacher. — The seeds of the squash and pumpkin consist
of a tough seed coat and a softer kernel or embryo. The seed coat at the
pointed end has a scar, which is the place where it was attached to the
wall of the fruit. The embryo consists of two halves which separate
quite readily Vjut are united to a small median part at the pointed end.

600

THE SCHOOL

The small median part is the sprout or radical. If the seed is placed in
water it becomes mucilaginous; and if the moist seed is left in contact
with any object it adheres, when dry, very closely to that object. This
characteristic serves it well when it begins to grow, because the seed coat
adheres so firmly to the earth that the young plant, in its endeavour to
get out of the coats, is not likely to carry them with it. If it did, it
would not have room for expansion.

If squash or pumpkin seeds are placed on moist soil they will germin-
ate very well. The whole process can be watched very easily and proves
extremelyiinteresting. Figure 2 shows the steps in the process. First,
the coat at the pointed end splits open and the sprout grows out. Im-
mediately on emerging, it bends at right angles and enters the soil

Fig. 2, Germination oi the seed of the squash, showijigr four successive stages, from right to left.
From The Natural History of Plants by F. W. Oliver. Blackic & Son.

Then a most remarkable growth takes place from the side of the vertical
part of the radical. A peg-like lump grows out and fastens itself like a
hook on the lower half of the seed coat at the end where it split. This
serves to pin the lower half of the seed coat to the ground, while the
greatly enlarged embryo pulls itself out of the seed coats. Before the
embryo actually emerges, the stem sends up a loop. If the seed were
under ground this loop would be the first part to appear above the soil'.
Then quite suddenly the looped stem straightens out, the embryo is
pulled out of the soil and the little seedling is complete.

Practical Work for the Pupils.— (1)' Let each pupil moisten the
seeds of various vegetables such as cucumbers, tomatoes, squash, beans,
radishes, etc. Lay them, while still moist, on paper, and when they

NATURE STUDY FOR APRIL 601

become dry observe which adhere to the paper. (2) Soak the seeds
of the pumpkin or squash in water for twenty-four hours and then
examine their structure. (3) On the surface of moist earth in a bo.K
press down eight or ten squash seeds. Cover the box with glass to keep
in the moisture, and observe all the stages of growth depicted in the above
drawing.

For the Third Form. — Use of a Flower.

For the Teacher.— The pupil should be led to see that all plants
and animals strive to accomplish two things, viz., the welfare of the
individual plant or animal, and the welfare of the species. The first
process is called growth and the organs are concerned with it called
the vegetative organs, the second process is called reproduction and the
organs concerned with it are called the reproductive organs. The vegeta-
tive organs of the plant are the root, stem, and foliage leaves, and the
reproductive organs are the flowers, each of which is composed of flower-
leaves. As these flower-leaves have various functions to perform,- they
have different forms and structures. They are always collected together
in a cluster at the end of the stem, the cluster being called a flower. The
outer circle of leaves in a flower is called the calyx. This forms a pro-
tective covering around the more delicate organs within before the flower
bud opens. It protects these inner parts primarily from dessication, for
they have no impervious cuticle and would dry up on account of evapora-
tion, if it were not for the protective covering. The calyx-leaves often
have coarse hairs on them or are deflected back in order to prevent
depredatory insects, such as ants and beetles, from climbing up to pilfer
the nectar or pollen. The second circle of leaves is called the corolla.
This is usually the showy part of the flower. It is intended to attract
insects so that the pollen dust will be properly transferred; if this is not
done, the seed will not develop. As soon as the pollen has been trans-
ferred and the seeds begin developing, the corolla withers and drops off
because its work has been done. Within the corolla is a circle of leaves — ■
the stamens. As their function is to prepare and store pollen, they differ
greatly in shape from the other organs of the flower. Usually they have
a lower hairlike stem with a sack on the top of it. The sack contains
the pollen while the stem or filament raises the sack up to where it will
be mbst accessible to bees and other insects. As soon as these stamens
have shed their pollen, they wither and die. The inner organs of the
flower are the pistils, — sacks containing structures which are going to
form seeds. At the top of each pistil is a sticky structure, call the stigma.
The pollen is carried to the stigma by bees and it stimulates the pistil,
so that the seeds develop. The seeds tide the plant over the winter and
thus preserve the species.

602 THE SCHOOL

Work for the Pupils. — The teacher should distribute to the class
flowers of the hepatica, blood-root, or any other simple flower, and the
flowers should be dissected with the purpose of pointing out the facts
mentioned above. The unopened buds should also be examined.

Review Work in Geometry

J. I. GORDON, B.A.

Toronto

THE importance of review-work in geometry can scarcely be over-
estimated. The review is to the student of geometry what the
grindstone and well-arranged work bench are to the mechanic.
The latter must know what tools he has, must have them sharp, and
must know where he can lay his hands on them without a moment's
hesitation, or he will mak^ poor progress with his work. So with the
student; he will have little success in solving new propositions or deduc-
tions unless he is perfectly familiar with the means he has of solving these,
namely, the previous propositions and deductions; and the only way to
keep these familiar is by frequent reviews. Without these, geometry will
become a hated task and not a pleasing intellectual effort resulting in a
feeling of achievement when a problem is solved. The pupil will lose
interest and his work in geometry may become a mere memorization
of some of the proofs given in the text because he has not the equipment
with which to solve the problems, independently and to make geometry
a real mental exercise.

In geometry, as in most other subjects, some sort of review should be
conducted on the completion of a definite topic. For example, when the
propositions dealing with parallel straight lines have been covered they
should be reviewed so that the pupil will see exactly, and at a glance, just
what new tools he has acquired through the study of this topic. Such a
topical review is all the more necessary if the propositions dealing with
a single topic are separated in the textbook by other propositions on a
different topic. The review should be held, also, on the completion of
several topics more or less closely associated, perhaps treated of in the
same propositions in the text; e.g., the means of proving lines equal, and'
angles equal.

But the place where the review is absolutely indispensable is in be-
ginning a new topic. The new must always be associated with the
related familiar : and the facts of value in solving the new problem must
be made familiar by review if they are not so already. This sort of

REVIEW WORK IN GEOMETRY 603

review, however, must not be carried too far. If the teacher is reason-
ably sure that the pupil is familiar with his tools and can tell just which
ones are required, it would be unwise to spend much time in review. But
ordinarily some sort of review will be necessary in introducing each pro-
position and each topic. This means that there will be a brief review in
almost every lesson to connect the new work with the old. If this method
be followed the class will solve most of the propositions almost unaided
and the textbook will seldom be used. '

Before examination, of course, much review work must be done. Its
scope will depend on the kind of examination and the amount of work
covered since the last examination of a similar kind. Much of this
review work must be done independently by the pupil ; but he should be
guided and helped by the teacher. An oral review in class at such times
will not only show where the pupil's difficulties are and what review work
he is himself accomplishing, but will also serve partly as a test of his
familiarity with the work.

There is one other place for review, one that is likely to be passed over
by the inexperienced teacher, i.e., at the beginning of a term. The
teacher would like to begin with the work prescribed for his class for the
year, and to assume that the pupil's knowledge of the previous work in
geometry is as complete as the class record for the previous term might
seem to indicate. Alas! this record is no guide to the pupil's present
knowledge of the subject. What he learned the previous year has become
dimmed by the other interests which have superseded geometry for weeks
or months, and this must be revived by a careful review, varying in
length according to the length of the vacation. When the teacher begins
a new term, or when he enters a school for the first time in the middle of
a term, it is never safe to assume that the pupils know any geometry.
Review and test the previous work. It is not a loss of time; it saves time.

Exercises as well as propositions may be included in the review. The
more important ones will be found useful in solving new exercises and
propositions. As exercises form a considerable part of the examination
paper in geometry it is impwrtant that they be kept fresh in the mind of
the pupil. A review of exercises is also a review of the propositions on
which they depend. That this review may not take up too much time,
the exercises selected should be short and fairly easy, and the teacher
should know in advance just what exercises he will use.

For the method of review no hard and fast rules can be laid down.
But, to be effective, the review must be brief, interesting, and must leave
an impression. If it is to be employed in almost every lesson, but a very
small part of the period can be devoted to it. To make it brief, it should
usually be conducted orally. To keep the interest of the class, many
questions should be asked and these should be well distributed. To

604 THE SCHOOL

make an impression, the questions should be logical and the blackboard
should be used. In reviewing the topic of equal angles, the teacher might
ask different pupils each to tell one method of proving angles equal, or
he might ask one pupil to mention as many methods as he can. Then
the teacher might write on the blackboard, in the briefest form, the
means mentioned by the pupil. If other topics are to be reviewed in the
same lesson they might be treated similarly. In general, this will be the
method of review. It may be varied by having pupils write on the
blackboard or on paper a list of propositions dealing with a topic; or by
teacher or pupils drawing roughly the figure used in each proposition.
When introducing a new proposition, the teacher should review all
the propositions which might be of use in solving it and allow the pupils
to make a selection. To review but one proposition, the, application of
which is perfectly obvious, is to deprive the pupil of much of the pleasure
of solving the problem and to lessen his interest in the ^ubject.

Punishment The Family Standpoint

p. F. MUNRO, M.A., B.PAED.
Riverdale Collegiate Institute, Toronto

PUNISHMENT as it operates in the family and in the school is
fundamental and far-reaching in its scofje and results. For as is
the family, so is the school; as is the school, so, in great measure, is
the citizen ; and as is the citizen, so is the state. In this connection we are
regarding punishment in its widest meaning; i.e., including all sorts of
deterrent influences and factors, and all the varied restraints imposed on
the individual from his birth on to maturity.

In our last article we took the position that all rational punishment
should be, and in its working actually is, at once deterrent, retributive and
reformative. In short, punishment should aim at being educative.
Educationists, political economists, prison reformers, juvenile court
officials — all have the one objective; viz , the formation of character, the
making of good citizens. And what in the nature of things can possibly
be regarded as more potent factors in this process than the family and the
school ?

The Family.

It is sometimes the case that the man of high scholastic attainments

in the realm of moral philosophy is himself weak in morals; that the man

who knows most of the science of a branch of learning is a mere tyro in

the art of it. So in family life. Those parents who should, from their

PUNISHMENT— THE FAMILY STANDPOINT 605

educational advantages, prove the most efficient trainers of their children
are often lamentably lacking in the qualities that make for moral leader-
ship. There is a popular fallacy that the sons of clergymen are instances
of such cases. It is a fallacy, however, which has its origin in the habit
people have of watching such cases and noticing them in clergymen's
families when they would let them pass unnoticed in the family of a lay-
man. To reverse Spencer, they mark the "misses" and ignore the "hits".

Notwithstanding the above facts, it may be stated without much
qualification that most of the evils arising from the wrong, or at least the
defective, up-bringing of children, are due to the ignorance of truths that
are known to very few. One of these truths is this: Conditions affecting
the changing life of society are bound to affect the family life. Too strict
adherence to "what my father did when I was a boy" often works havoc
in one's own efforts to train one's children in the way they should go.
The world moves, and that means that we move with it in all its varied
and ever-changing phases of development. The exclusively retributive, the
exclusively deterrent, the exclusively reformative ideal of restraint or punish-
ment is one-sided. And yet how many parents adopt the old Irish dictum :
" I ' bate ' you, not because I hate you, but to show my authority over you ".

Too much restraint, then, upon one's children's natural inclinations
for boyish enjoyment, whether physical or intellectual, is to be deprecated
and avoided.

The boy is a man, the girl is a woman, "writ small". We, as grown-
ups, crave for physical fun^ — skating, tobogganing, various sports— and
without any qualms gratify our wishes. When our boys and girls ask for
the same privilege, we say: "Wait till you are older; there is time enough
yet". Little do we think that it is nature that is calling. The instinct for
play is demanding of that boy, who in turn demands of us, the oppor-
tunity for development. We who say " No", often err and err greviously,
because of ignorance of a little psychology — a big term for commonscnse,
the scarcest commodity in the family market.

Puritanism is good only in so far as restraint develops along right
lines; it is bad when it wilts, blights, or withers the legitimate impulses or
desires of young boyhood and girlhood. Prudery and false modesty are a
sure harvest from such sowing in the land of morals.

One is strongly reminded here of that well-conceived play of "Bunty
Pulls the Strings", which so well portrays the rigorous repression exer-
cised by Scotch fathers not so many years ago. The stories of Jeanie Dean
in Scott's Heart of Midlothian and of Flora Macdonald in McLaren's
Bonnie Briar Bush amply illustrate such a family ideal in training —
austere, cold, aloof; where the father was a breathing ice-berg whose
benighted intelligence failed to grasp the true situation: viz., that the
daughter' s fault was the fruit in part of his training.

606 THE SCHOOL

In the present day we have fewer Tamas Biggars and Lachlan Camp-
bells of the Scotch type; but on the other hand we tend perhaps to the
other extreme, where the children practically run the family^ — where they
determine the form of punishment and restraint. This, too, is bad; worse
than the other. For too much freedom given to a child speedily develops
into license, and that surely destroys the moral fibre.

Teaching Children Self-denial.

Boys and girls must learn the lesson of self-denial ; must learn to see
that there are some things that even they must be denied. As they are
not judges of such, the parents must judge and decide for them. Family
life should consist of not restraint without freedom, nor of freedom without
restraint, but of freedom within restraint; freedom to choose and act
within well-defined limits without encroaching Upon the rights of others.

To achieve this end parents would do well to use corporal punishment
when needed; for a little strapping now and then has been relished by the
wisest men. Precept and example are needed, as the child learns to know
by doing and to do by knowing.

Other essentials are candour, sympathy, gentleness. Let your boy
know that you are with him in his joys, his sorrows, his aims. Guide and
direct him in the main; but if driving is necessary to the accomplishment
of an end, do not hesitate to drive when he is young. You can put a
collar on a two-year-old colt much more easily and with much less loss of
dignity than on a six-year-old horse never harnessed before.

When one's sense of duty coincides with one's natural inclination, oh
how easy it is to do one's duty! Moral action may be briefly defined as
action along the lines of greatest resistance. Hence a boy (or girl) who
is obedient to his parents, with or without the assistance of the various
forms of punishment, learns to renounce his wilfulness and his natural
selfishness, he learns to master his passions and to conduct himself with
deferential gentleness.

How TO Punish.
As to forms of punishment opinions differ. All are agreed that there
should be kinds, and degrees within kinds. It is the when, the where
and the how on which we differ. However, children, when young, should
never be controlled by frightening. Fear of a goblin, of any kind of
"boo-boo man", is bad for a young nervous system. A child's fear
should be confined to "that of the rod", which should be used sparingly ^-^
but it should, nevertheless, be used if deemed wise. Putting a child to'
bed without his supper is an unnatural punishment. Herbert Spencer
advocated "discipline of natural consequences". For instance, if a boy
spills ink on the floor, he should be made to* clean the floor; if he comes
late for his dinner, give him a cold dinner, or have him heat it himself.

THE MARCH COMPETITION IN ART 607

Accordingly, on this reasoning, a boy should be put to bed supperless
only when he has eaten too much, and no boy would object to that!
Spencer's theory, of course, could not be applied to all cAses, for some-
times one would have to wait a life-time for the natural punishment to
take place. That would be like the case of the Scotchman robbing an
Englishman's store of a piece of tartan. The Englishman, helpless, said,
"You will pay for this at the judgment day". To this the Scotchman
replied, "Ah, weel, since it be sae lang a credit, a'll tak' as much mair".
Proper training consists, after all, in the inculcation of a logically
connected chain of truths that plows its little groove in the plastic young
brain, which abides, perhaps forever. For "as the twig is bent, so is the
tree inclined". Whether or not punishment in the usual acceptance of
that term is needed and to what extent, depends on the nature of the
child, the family environment, and the character of the parent. We all
know how the stoppage of a gall-duct, the pain of a toothache, the bruis-
ing of a thumb by an ill-directed hammer, turns our world topsy-turvy,
and woe to the one who at that time incurs our displeasure. As a result,
many a child is punished to-daj' for an offence for which he might go scot-
free to-morrow.

The March Competition in Art

THE number of drawings from Public and Separate Schools was the
largest yet received in this division of the competition. Among
them were some very interesting studies, certain schools being
represented by several which reached a high standard of excellence and
displayed rather fine qualities of colour and atmosphere as well as good
drawings and composition. Teachers and pupils responsible for these
drawings are to be congratulated.

The Lower School work was for the most part of a very high character.
It is to be noted that the accompanying reproductions in black-and-white
cannot be expected to indicate the candidates' skill in the handling of
water colours.

The work of the Middle School candidates was disappointing. First,
much of it was not Gothic; secorldly, the perspective of the drawings was
very bad. A brief course in angular perspective, particularly in the
drawing of a cube, a sc|uare pyramid, a cylinder, and a cone at various
heights and angles would he of great benefit to those candidates whose
drawings of church towers, porches, transepts, etc., showed a lack of
knowledge of the location of vanishing points and of the principles of
foreshortening.

608

THE SCHOOL

A. Forms I and II.

First Prize — Ruby Tedford, Dufferin Public School, Owen Sound.
Teacher, Miss' Dobie.

Sefond Prize — Ernest Delorme, St. Patrick's School, Hamilton.
Teacher, Sister L. Bertrand.

Third Prize — Nora Warner, Victoria School, Moose Jaw, Sask.
Teacher, Miss M. Andrews.

Honourable Mention for Merit — Alma Moorcroft, Annie Wood, Allan Moore, Roy
Moorcroft, Public School, Rimington. Pauline Graham, Bruce Robertson, Gordon
Nonris, lone O'Connor, Jim Pape, Joe Morin, Peggy Morin, Alan Baigent, Loretto
Academy, Toronto. Katherine Kernahan, Irene Brady, P. Navin, Marion Douglas,
Janet Janes, Gertrude Regan, Margaret Kormann, Margaret McAuliffe, Yvonne

(V-ppf row, left lo right)— \. Fred Hall. 2. Edna Fletcher. 3. Neil Campbell,
(ioarr row, («// /o ris/iO—l. Eileen O'Brien. 2. U. Ramsay. 3. Olive English. 4. Ruby Tedford.

Poissneau, Rose Hayes, Cecile Soucy, Catherine Griffin, Mary Kernahan, St. Joseph's
College, Toronto. Eveline Dielle, Ernest Belanger, St. Ignatuis School, Sault Ste. Marie.
Amy Whitehead, Thelma Taggard, Elsie Strickland, Prince Arthur School, Moose Jaw.
Millicent Rose, King Edward School, Moose Jaw; Florence Locke, Bessie Carr, Gerald
Pragnell, Victoria School, Moose Jaw. Albert Sauve, Mary Ladouceur, S. Ladouceur,
Laurette Boucher, Isabelle Martel, Separate School, Vankleek Hill. Isabel Chester,
Alma Woodford, Mabel Ward, Edna Schultz, Agnes Alexander, Ida Eraser, Margaret
Browne, .Mamie McMaster, Bessie Edwards, Sadie Woolrich, Norma Smith, Clara
Eraser, Strathcona School, Owen Sound. Lillian Harrison, Florence Peel, Helen
Horning, Charlie Gentles, Archie Gardner, Charlotte Fenton, Helen Merritt, Ina
Heighes, Lucille Green, Ruth Leonard, Jennie Parks, Elaine Roe. Dora Kenny, Karl
Dougherty, Norman Horton, Ryerson Public School, Owen Sound. Jean Green, .^nnie

THE MARCH COMPETITION IN ART 609

Wood, Mary Wood, Willie Shakespeare, Harvey Pettit, Doris Mannett, Helen Pettit,
Winnifred Smith, Lucy Dynes, J. H. Shakespeare, S.S. No. 4, Nelson, Freeman. VVillie
Oiseau, James Laulor, E. Eves, St. John's School, Kingston. Anna Schefter, Isabel
Goetz, Harry Schumacher, Andrew Ernerween, Separate School, Mildmay. Fred Hall,
Lucy Cheyne, Ralph Lynn, Dorothy Sparrow, Herbert McCann, Gerald Van Kolken,
Bertha Matthews, Ethel Ward, Reta Burgess, Grace Poole, Rosie Ryan, Alexandra
School, Moose Jaw. Josephine Aussem, Dorothy Long, Madeleine Sweeny, Agnes
Cunningham, Helen White, Edmund Clark, Monica, Boyes, Willie Casey, Georgina
Guay, Eugene Aussem, Winston Hamilton, Eileen Vollick, Lois Duffy, Hurby Ford,
Jean Roach, Chester Cullen, Margaret Long, Marie Osier, Justin Dore, Mary Warnick,
James McDonald, Willie Fitzpatrick, St. Patrick's School, Hamilton. Jean Mathieson,
Aleda Patchell, Public Schooll, Chesley. Nelson Pickell, Evelyn Yolng, Robert Miller,
Ilene McGlenning, Annie James, H. Owesn, W. G. Niblett, Tom Potter, Edgar Hawke,
Evelyn Catchpole, Jessie Carr, Margaret MacKay, Grace Tiner, Percy L'nderwood,
Morrison Reid, Gordon Grey, Clayton Taylor, Dufferin Public School, Owen Sound.

B. Forms III and IV.

First Prize — Neil Campbell, Ryerson Public School, Owen Sound*
Teacher, W. Douglass.

Second Prize — Eileen O'Brien, St. Joseph's College. Toronto. Teacher,
Sister Leonarda.

Third Prize — Olive English and U. Ramsay, Ryerson Public School,
Owen Sound. Teachers, W. Douglass and Miss Agnes Burt.

Honourable Mention for Merit — Clarence McCoy, Stanley Moorcroft, Myrtle
Phillips, Estella Moorcroft, James Wood, Laura Smith, Agnes Gordon, Public School,
Rimington. Gordon Moore, S.S. No. 2, West Flamboro, Millgrove. Gladys Graham,
Helen Manley, H. Woods, Adelaide Baigent, Norma Grupe, Dick Baigent, Ethel
Monjian, Loretto Academy, Toronto. Ada Hepburn, S.S. No. 7, Yarmouth, St.
Thomas. Helen Densmore, Public School, Penetanguishene. Alice Hayes, Mary Hayes,
Blanche Crowley, Marion Chadwick, St. Joseph's College, Toronto. Marion Donaldson,
Elfreda McMillan, Victoria School, Moose Jaw. Ward Ellis, Evelyn Gusa, King George
School, Moose Jaw. Victor Holker, Dick Leak, King Edward School, Moose Jaw.
Thomas McKay, Prince Arthur School, Moose Jaw. Warren Williams, Bertha Williams,
Empire School, Moose Jaw. Vera Schultz, Mildred Vincent, Nellie Alexander, Stanley
King, Harvey Lindsay, Lane Chester, Dorcas Watts, George Flute, Perry Smith,
.Strathcona School, Owen Sound. Charlie Paterson, Harold Paterson, Central School,
Hamilton. Reine Lalonde, Avila Beriault, Raout Deslauriers, Ida Dotte, Elizabeth
Laviplette, Evelyn Brunet, Laura Groulx, Leopold Sabourin, Hermoine Hind, Sacred
Heart .Academy, Vankleek Hill. Velma Smith, Hazel Dynes, Doris Alton, Beatrice
Pettit, S.S. No. 4, Nelson, Freeman. J. Cunningham, Teddy Heming, Hazel Cheer,
May Herbert, Katherine Kindree, Douglas English, H. L. Banks, Marie Christie,
V. Willoughby, L. Bender, Ottolee Rolston, Arthur Pugsley, Arthur Cooke, Donald
Patterson, Madelean Cooke, Charlie Banks, Thelma Lewis, Ryerson School, Owen
Sound. Alice Blyth, Charlie Copeland, Herbert Taylor, Fred Hamlin, Perth Avenue
School, Toronto. Norman Schumacher, Separate School, Mildmay. Edgar Lagroix,
Alta Lagroix, Margaret McMartin, Bessie Burwash, Hazel McGregor, Muriel Warner,
Harold McGill, Public School, Martintown. Florence Carleton, Henrietta MacDougall,
Public School, Underwood. Mina McCuaig, Etta Flanagan, Jack Tizzard, Emily
Dickie, Carman Bognall, Madeline McMeekin, Barrett Wilcox, G. McCuaig, Gladys
Craig, Dufferin School, Owen Sound. Victoria Hoida, Mary Feduzzi, Louis Gerhard,

610 THE SCHOOL

Geraldine Kew, William Horrishen, Annie Bociek, John Kondrat, Stella Malec, Henry
Mecke, Jack Mathews, Caroline Bociek, Salvatore Padrone, Florence Tinan, Gladys
Behnke, St. Ann's School, Hamilton.

C. Lower School.

First Prize — Fred Hall and Sam Kamin, Jarvis Collegiate Institute,
Toronto. Teacher, A. E. Allin, M.A.

Second Prize — Edna Fletcher, High School, Bowmanville. Teacher,
Miss Isabel Smith, B.A.

Third Prize — Lyda Ridley, Continuation School, Thamesville.
Teacher, Miss C. Nichol.

Honourable Mention for Merit— George Allen, High School, Wingham. G. E. Gastle,
F. F. Waddell, L. Farson, M. Puttick, Frederica Thomson, Collegiate Institute, Hamil-
ton. I. Connolly, N. McGuane, Lillian Desroches, Nora McGuane, Alicia Kumann,
B. Coffey, Anna Corrigan, Marguerite Haynes, Margery English, Helen Mathews, Clare
Moore, St. Joseph's College, Toronto. Marie Keating, Gertrude Flanagan, Louise
Mulhall, Hilda Chapman, Hanna Dwyer, Anna Woods, Loretto Convent, Stratford.
Margaret Cryderman, Evelyn Harmer, Edith Harmer, Harold Corlett, Kathleen Dow,
Helen Stuart, Continuation School, Thamesville. Vilda Symons. Kate McGregor, High
School, Bowmanville. Alberta Hunter, Amy Beal, Madeline Stinson, Lulu Elcome,
Jack Hardill, Velma Sanderson, Stanley Curtis, Collegiate Institute, Peterboro. R.
Dixie, Pauline Brown, Oliver Austin, Jarvis Collegiate Institute, Toronto. Ethelwyn
Hutcheson, High School, Port Perry. Helen Best, Annie McDougal, Ruth Brett, Vera
Buttery, Irene Shields, Robert Simon, Blanche Hunter, Leia Currie, Collegiate Institute,
Strathroy. Georgina Sproule, Louise McVanel, High School, Shelburne.

D. Middle School.

First fme— Helen Bulmer, Collegiate Institute, Peterboro. Teacher,
Miss Lenore Sanderson, B.A.

Second Prize~W. Milne, High School, Durham. Teacher, Miss
Julia Weir, B.A.

Third Prize— Mary O'Leary, Loretto Convent, Stratford. Teacher,
Sister Theodosia.

Honourable Mention for Ifen/— Nellie De Courcy, Mary Grant, Bertha Carbert'
Mary Walsh, Elizabeth Whaling, Eugenia Ducharme, Katherine Kemp, Anna Halpin.
Loretto Convent, Stratford. Ethel Rowe, Florence Staunton, Audrey Miller, Janet
Sanderson, Ada Shelton, Collegiate Institute, Peterboro. Janette Taylor, Hazel
Sullivan, Collegiate Institute, Strathroy. Mabel Stein, Collegiate Institute, Brockville.
Margaret McCuaig, Blanche Carruthers, May Grant, Wanda Bowman, Collegiate
Institute, Barrie.

The prizes for the High School competitions were received from the
Prang Company on March 15th, and were immediately forwarded to all
who had earned them. All prizes will now go out prompdy, addressed
to the teachers concerned.

" I here must be some mistake in my examination marking. I don't think I deserve
an absolute zero," complained the student.

" Neither do I," agreed the instructor, "but it's the lowest mark I'm allowed to give."

The Truth about the Gulf Stream

PROFESSOR G. A. CORNISH, B.A.

Faculty of Education, University of Toronto

THE famous first chapter on the Gulf Stream in Maury's Physical
Geography of the Sea, written more than half a century ago,
has done much good and a little harm. It has done much good
since by its vigorous, interesting style it aroused an interest in physical
geography and showed how entrancingly interesting the phenomena
of nature become when they are presented in a striking manner. But in
Maury's day comparatively little was known about the Gulf Stream
and .still less about other oceanic currents. The remarkable effects
of this notable stream on the climate of Western Europe, as stated by
Maury in .such a convincing way, became so crystallized in the minds of
all students of geography, that the more complete knowledge, which
we now possess, though it proves convincingly that many of the alleged
climatic effects of the Gulf Stream are due to an entirely different source,
experiences great difficulty in finding a way into school text-books, much
less into the minds of the pupils.

The Gulf Stream issues as a very definite stream of water from the
Strait of Florida. As it follows the coast of the United States it
becomes wider, loses much of its speed, and becomes cooler. It can be
traced as far as the south-east of Newfoundland, where its waters become
mixed with those of the Labrador Current and all trace of it disappears.
In fact, during January and February, the cold Labrador Current cuts
right across its path from north to south. This must destroy it most
effectively. .'It is to be noticed that this is the very season when it is
supposed to be doing its most salutary work in mitigating the climate
of Britain and Scandinavia.

In the north temperate zone the prevailing wind is from the west.
This wind blowing across the oceans produces drift currents across both
the .Atlantic and the Pacific from east to west. The North Atlantic
Drift C'urrent, which moves from south-east to north-west across the
Atlantic, was undoubtedly considered a continuation of the Gulf Stream,
but the fact that during January and February the Labrador Current
flows from north to south between the two would indicate that they are
quJ1:e distinct.

Neither the Gulf Stream nor the North Atlantic I)rift have much
effect on the climate of Western Europe. It is well known that the
temperature of the oceans is warmer than that of the land in the same
latitude during the winter and colder during the summer. Since the

[611]

612 THE SCHOOL

prevailing winds over Western Europe are from the south-west, they
blow from over the oceans and will give to Western Europe the climate
of the Atlantic Ocean from which they come. Now in winter the water
of the oceans in temperate regions never drops down to the freezing point
of salt water (say 28°F.), hence the wind blowing off the ocean will never
have a low temperature, and the climate of the whole of Western Europe
will be warmer than if the prevailing winds were from some other direc-
tion. If Central America became depressed below the sea and conse-
quently there were no Gulf Stream, the climate of Western Europe would
be much as it is to-day, provided the westerly winds still prevailed.

It is just as absurd to state that Labrador is cold in winter on account
of its proximity to the cold Labrador Current. The fact is that at this
season the air over Labrador is very much colder than the waters of the
Labrador Current. The prevailing wind over Labrador is from the
west, and consequently it could not receive its climate from the ocean
to the east of it. Labrador is cold because the prevailing winds come
from the cold interior of Canada, and these winds give Labrador the
extreme climate of Central Canada. The effect of these winds is felt
far to the east of Labrador over the Atlantic Ocean. Hence it is more
nearly correct to say that Labrador makes the adjoining region of the
Atlantic Ocean cold, than to say that the Labrador Current produces
the low temperatures of the adjoining land.

What is true of the North Atlantic is true of the North Pacific and of
all other parts of the ocean. British Columbia has mild winters, not
because it is bathed by the Japan current — which, in fact, does not come
within thousands of miles of it — but because the prevailing winds are
from the ocean.

Jim and Bob were just getting over chickenpox and were not allowed to mix with
other children, but were well enough to play in their own yard. They were apparently
tired of the yard and ran off to the hills with their sleigh. On their return I said to
them: " I hope you have not been near any other children? " Bob, who is five years of
age, answered: "Oh, mother, I just told all the kids we had chickenpox, and they
l)eat it; so we had the hills all to ourselves."

To her class, a teacher put this question: "How many kinds of poetry are there?'
"Three," replied one pupil quickly. "What are they?" "Lyric, dramatic, and epi-
demic."

The teacher had recited "The Landing of the Pilgrims." Then she requested each
pupil to draw from imagination a picture of Plymouth Rock. Most of them went to
work at once, but one little fellow hesitated, and at last raised his hand.

"Well, Willie, what is it?" asked the teacher.

" Please, ma'am, do you want us to draw a hen or a rooster?"

Notes and News

Captain Alex Firth who resigned his position in Orangeville to go
overseas at the beginning of the war has returned to Canada and is now
Principal of Waubaushene Public School.

F. H. Anderson of Gainsborough, Sask., has been appointed Principal
of Strassburg High School.

P. O. Nelson, formerly of Bolton, Ont., has been appointed Principal
of the Public School at Mount Forest.

At the annual meeting of the Schoolmen's Club of Toronto the follow-
ing officers were elected for the ensuing year: President, Inspector J. A.
Houston, M.A. ; Vice-President, P. F. Munro, M.A., B.Paed. ; Second
Vice-President, D. D. MacDonald, B.A.; Secretary-Treasurer, T. J.
Wallace, 456 Wellesley St.; Directors, Dr. A. C. MacKay, Professor D.
R. Keys, Professor J. T. Crawford, G. A. Smith, B.A., J. T. Mustard,
W. G. Ward; Auditors, R. A. Gray, B.A. and T. A. McWhorter.

Major J. N. Parker, B.A., has been appointed by the Salvation Army
to take supervision of its schools in Newfoundland.

A. V. Turner of Frank, Alberta, has enlisted for overseas service.

Miss Ruth B. Heather is teaching history and commercial work in
Streetsville High School.

Miss Lilian Bunt of last year's class in North Bay Normal School is
teaching in Chapleau; Miss Lulu McClean has the primary classes in the
same school; Miss Barbara Thomson is teaching in Copper Cliff.

Miss Gladys R. Kirk is teaching art and junior science in Chatham
Collegiate Institute.

J. B. C. Runnings is on the staff of Sarnia Collegiate Institute.

On application to F. C. C. Lynch, Superintendent of Natural Re-
sources Intelligence Branch, Department of the Interior, Ottawa,
teachers can obtain an official publication known as the Bank Map of
Ontario and Quebec.

S. Geiger, formerly of New Liskeard, is now teaching in Hensall.

Additional news of the class of 1916-17 in the Faculty of Education,
University of Toronto, is as follows: Miss Nellie M. Houghton is in
Anglia, Sask.; Miss Marjorie E. Inman is at R.R. No. 1, Marshville;
J. Howard Scott has enlisted with the C.O.T.C.; Miss Maude E. Bruin
is at R.R. No. 6, North Gwillimbury; Joseph Lapensee, B.A., is Principal
of the Continuation School at Alfred; Miss E. J. Newham is Principal of
Kars Continuation School.

Miss Angela Ryan of last year's class in Stratford Normal School is
teaching at St. Williams and Miss Elllen Eagleson of the same class is
Principal of Rocklanfl Public School.

IOi:!l

614 THE SCHOOL

Miss Mary Lynch of last year's class in Peterborough Normal School
is teaching at R.R. No. 3, Indian River.

Recent graduates of Calgary Normal School have secured positions
as follows: Miss M. H. Villy is at Sunny Slope; Miss Elizabeth Smart at
Didsbury; Miss May Ballantyne at Purple Springs; C. H. Flegg at Fore-
most; Miss L. Price at Beaver Mines; Miss Ruth A. Williams at Duchess;
Miss Marie Ontkes at Carstairs; Miss Nellie Squires at New Dayton;
Miss Kathleen M. Mason at Kipp; Miss E. L Bennett at Lathom; Miss
Margaret Topliss at Chin.

G. J. Skafel is teaching at Holar, Sask.

Some recent graduates of Camrose Normal School are now teaching
as follows: Miss Grace Hamrew at Galahad; Miss Bertha M. Samis at
Bittern Lake; Miss Mary E. Ryan at Brush Hill; Miss C. E. Kapler at
Strome.

Alberta

On Friday evening, February 8th, the grillroom of the Palliser Hotel,
Calgary, was the scene of a jolly informal gathering in honour of J. A.
Smith, B.A., who has just been transferred from the post of Inspector of
Schools for the Calgary district to that of Registrar of the Department of
Education', Edmonton. About fifty of Mr. Smith's friends, including
teachers, fellow-curlers, and others, joined in a banquet, after which a
fairly extensive toast list was olTered. Mr. J. E. Loucks, B.A., of the
Normal School staiT presided.

There has been a general shuffle among the Inspectors recently. Mr.
Torrie goes to Macleod and is succeeded in the High River district by
Mr. Hicks. Mr. Watson succeeds Mr. Hicks at Onnoway. Mr. Russell
goes from Red Deer to Camrose and is succeeded in Red Deer by Mr.
WilHams. Mr. Lord succeeds Mr. Williams at Tofield. Mr. Gorman
moves to Calgary and Mr. Hodgson, formerly of Macleod, takes charge
of the Medicine Hat district.

Mr. Rohieson, B.A., has been appointed Principal of the Redcliffe
schools to succeed Mr. R. H. Liggett who recently assumed charge of the
Bassano Inspectorate.

Mr. D. L. ShornlifTe of Hartney, Manitoba, has been appointed to the
staff of the Victoria High Schools, Edmonton, to take the position
vacated by Mr. George W. Robertson, recently appointed to the vice-
principalship of Victoria High School, McDougall Annex, taking the
place of Mr. A. J. Watson, who resigned to assume his inspectoral duties
in February.

Miss Evelyn Edwards, Calgary, and Miss-Chute, formerly of Clares-
holm school staff, have been added to the staff of the Elm Street School,
Medicine Hat.

NOTES AND NEWS 615

Miss Nora E. French, a very successful teacher in the Medicine Hat
schools, has resigned to take charge of the Flowering Valley School near
Winnifred, Alberta.

Inspector G. W. Gorman was the guest of honour at a banquet at the
Assiniboia Hotel, Medicine Hat, shortly before his departure from that
city in February to take charge of the Calgray district. The banquet
was given by the male teachers of the city staff and a few other personal
friends. Mr. W. E. Hay, B.A. , city superintenent, presided. The
speakers of the evening paid many pleasing tributes to Mr. Gorman, the
keynote of which was his spirit of geniality and good comradeship. He
was spoken of as a "good mixer", and it was asserted that he has pro-
bably more friends than any other man in town. The very best wishes of
the teaching fraternity not only of Medicine Hat but of the entire
Province follow Mr. Gorman to his new field of labour in the Calgary
Inspectorate.

A very successful entertainment was recently held in the H. A. Gray
School, Eklmonton, under the direction of Principal G. D. Misener and
his staff. A unique result of the evening was the organization of a Parent-
Teachers' association, having in view the establishment of a more inti-
mate relationship between the homes in the community and the school.
The parents responded very heartily to the invitation to co-operate and
the school is much encouraged by the splendid spirit of appreciation
shown by the parents of the pupils.

Miss Pearl Henderson, for the past year teacher at Walsh, has been
appointed to the staff of the Medicine Hat Public Schools.

The produce of the twenty-six lots cultivated by the Edmonton
Public School children consisted of a crop of 480 bUshels of potatoes for
which they have received the sum of $350.00. The proceeds are being
used to buy athletic equipment for the different schools participating.
The interest in this work has been quite keen and it is expected that
even more land will be cultivated this year to the profit both of the
community in food and of the school in experience and money.

Manitoba

In a recent address Ira Stratton, Ofticial School Organizer, declared
that those teachers who volunteer for work among the non-English-
speaking districts are "the true home missionaries". "And yet", said
Mr. Stratton, "pef)p!e say that a girl is throwing her life away to go to
teach these people. They send missionaries to China, missionaries to
India, and yet it is throwing a life away to go out into the outlying
settlements in Manitoba and teach the children of our non-English-
speaking people to be good citizens!" Mr. Stratton further declared that

616 THE SCHOOL

these children will be the specialists of to-morrow, that they possess an
ability to concentrate which many English-speaking children seem to
lack.

The University of Manitoba has introduced a programme of extension
work for this year in co-operation with the Provincial Agricultural
College, the Normal School, and the Inspectors of the Province. This is
not the first elifort made by the University, but has a special significance
because it is the first made by the new University Board. The present
programme expresses the desire of the new administration to bring the work
of the university out into a broader and larger field of activity. Among
the new features of this extension work will be courses ofTered by corres-
pondence. The work is only in its earlier stages. It is in the hands of a
committee of the University Board with Professor A. A. Stoughton as
organizing secretary.

Following the establishment of evening courses which were planned
to benefit city people who are ambitious to improve their education in
commercial subjects the University of Manitoba, on the recommenda-
tion of the Advisory Committee on Commercial Education, offered
a week's Course in Merchandising to be held in the Arts Building of the
University, February 4th to 9th. This is the first Short Course in Busi-
ness which has been offered in the West. The business men of Western
Canada maintain that lawyers, doctors, teachers, and preachers must
not monopolize University training. It is a significant step towards the
utilization of all the educational forces at hand. The speakers at these
Short Course lectures include Frank Stockdale, of Indianapolis; G. Pryor
Irwin,of the University of Wisconsin; Dr. W. A. Mclntyre of the Normal
School, Winnipeg; Dr. James A. MacLean, President of the University;
His Honor Sir James A. M. Aikins, Lieut. -Governor; F. Pratt Kuhn,
mahager of the Winnipeg ofiice of A. McKim, Ltd. ; Chas. S. Wiggins,
manager of Wiggins' System; John Parker, President of the Institute of
Chartered Accountants; Robert C. Skinner, of Merchants Consolidated
Ltd., expert on window dressing; F. T. Baxter, manager of Baxter
Sign Co.; Fletcher Sparling, General Manager of Hudson's Bay Co.,
Winnipeg; W. A. McKay, manager of Codville Co.; G. N. Jackson,
manager of Walter Woods Co.; and W. H. Trueman, K.C., lecturer on
commercial law.

The thirteenth Annual Convention of the Manitoba Educational
Association will be held in Kelvin High School, Winnipeg, April 1st to-
4th. A fine programme of addresses, demonstrations and educational
exhibits is in preparation. There will be classes of instruction in art,
paper-folding, paper cutting, basketry, and fruit and vegetable canning.
Last year 1,500 teachers registered; it is expected that 1,800 will attend
this year.

NOTES AND NEWS 617

The Brandon Normal School is making a distribution of trees, shrubs,
and herbacious perennials this spring, free to the schools of the Province.
All applications are to be made to Principal B. J. Hales, M.A., Brandon.

The teachers of the Public Schools of Portage la Prairie on February
6th organized themselves into an association to be known as "The
Portage la Prairie Public School Teachers' Association". The officers
are : Hon. Pres., Inspector Maguire; Pres., Miss Bannerman; Vice-Pres.,
Miss Ormond; Treas., Miss Home; Rec. Sec, Miss Craig; Press and
Corresponding Sec, Miss Bickle; The members of the Executive Com-
mittee are the elected officers and Mrs. Oliver, Miss McCarthy, Miss
Gill, and Miss Angus. The society has affiliated with the local Council
of Women, the delegates being the President, Miss Sanders, Miss
Roxburgh and Miss Francis.

Just now there is a revival of the agitation for the removal of the
"Latin barrier". There appears to be a wide-spread desire that the
matriculant should be admitted with one foreign language and that
optional. Some time ago, R. Fletcher, B.A., Deputy Minister of Educa-
tion, Dr. Daniel Mclntyre, Superintendent of Winnipeg schools. Dr. W.
A. Mclntyre of the Normal School, Professor W. F. Osborne of the
University, and President J. B. Reynolds of the Agricultural College
constituted a committee of the University Council which favoured the
removal of the ."Latin barrier". The report of the sub-committee was
not adopted at that time, but there seems little doubt that the new needs
and conditions will have to be met and the pressure of public opinion will
force open the doors of the University in order that it may meet more
effectively the need of the different classes of students and conform more
fully to the conditions of the community which it is intended to serve.

An amendment to the Public Schools Act has just been passed, giving
to married women in rural districts the right to vote for, or be elected as,
trustees. The amendment does not apply in cities, towns, and villages;
these have already a large and increasing number of women who are
qualified. At the same time the amendment afTects three out of four of
all the schools in the Province, so that it is a very important change
indeed.

Steps are being taken to organize the ex-students of the Agricultural
College into an association. The object is to make the work of former
students on farms more interesting and keep them in touch with the work
of the college.

New Brunswick

More than eighty teachers attended the short course in nature study
at Woodstock in January from the 7th to the 12th. Director Steeves was
in charge.

618 THE SCHOOL

Miss Marjorie Flewelling has been appointed by the Board of Educa-
tion as teacher to carry on the work of extension of Girls' Home PZfficiency
Clubs, and to assist in the work of household science in the Normal
School when not so employed.

A conference of college presidents, secondary school principals,
superintendents of schools and representatives of school boards, was held
in Boston on February 14th, 15th and 16th, on the general topic, "War
Demands School Time". Dr. Carter, Chief Superintendent of Educa-
tion for New Brunswick, accepted an invitation from the Commissioner
of Education for Massachusetts to attend the conference and to address
the Schoolmasters' Club, consisting of 300 representative leaders of
education in the State, at a dinner at the Bellevue Hotel, February 16th,
on "Education in Canada as affected by the War and Reconstruction".

Fletcher Peacock, B.A., left here last week to join the members of
the committee appointed to make a survey with a view to provide for
better technical education in the Province. The committee has taken a
trip of investigation to the New England States.

Recent Educational Books

[The books listed here have been received from the publishers during the past month.
Reviews of most of them will appear in forthcoming issues.]

Poets of Ihe Democracy, by G.Currie Martin. 138 pages. Price li. Cff. net. Headley
Bros., London, Eng. This small volume traces the democratic strain in poetr>' from the
time of Piers the Plowman down to Sir Robindranath Tagore, and contains much
material that is suggestive.

Commonwealth or Empire, by V. H. Rutherford. 135 pages. Price \s. 3d. net.
Headley Bros., London, Eng. A very sharp criticism of European imperialism, together
with suggestions for such reform in government and reorganization in international
affairs as would render another war very improbable. History teachers will be inter-
ested in this volume.

A Text-hook in the Principles of Science Teaching, by Geo. R. Twiss. 486 pages.
The Macmillan Co., Toronto.

Our Ancestors in Europe, by Jennie Hall. 428 P3ges. Silver, Burdett & Co.,
Boston, Mass. An introductory history from 800 B.C. to A.D. ICOO. The stories are
charmingly told and will be enjoyed by children of all Public School grades. A good
book for the school library.

Our Ancestors in Europe, Teacher's Manual, by Jennie Hall. 60 pages. Silver,
Burdett & Co., Boston, Mass. A manual of instruction and aids in teaching.

Stories the Iroquois tell their children, b>- Mabel Powers. 216 pages. American
Book Co., New York. This is a delightful book of stories for children; it will be found
excellent for the school library.

First Lessons in English for Foreigners in Evening Schools, \hQ pages. Second Book
tn English for Foreigners in Evening Schools. 180 pages. By F. Houghton. Elemen-
tary Economic Geography, by Chas. R. Dryer. 415 pages. American Book Co., New
York.

The Perry's Victory Centenary, iQij, by Geo. D. Emerson. 309 pages. J. B. Ljon
Co., Albany, N.Y. *

The Continents and their People— Europe, by 1. F. Chamberlain. 258 pages. The
Macmillan Co., Toronto.

I

HINTS FOR THE LIBRARY 619

Spanish Conversation, Book I, by E. A. Baton. 93 pages. Price 2.S. Qd. Riving-
tons', London, England.

Personal Hygiene, by Walter L. Pyle. 555 pages. Price $1.75 net. W. B. Saund-
ers Co., Philadelphia, The J. F. Hartz Co., Toronto.

Economic Zoology, by L. S. Daugherty. 428 pages. Price $2.00 net. W. B.
Saunders Co., Philadelphia, The J. F. Hartz Co., Toronto.

The Dawn of Mind, by Margaret Drummond. 179 pages. Price 3.?. Qd. net. Ed-
ward Arnold, London, Eng. This is an introduction to child psychology which every
elementary teacher and student of education will find interesting and helpful.

The Treasures oj Coal Tar, by Alexander Findlay. 137 pages. Price 4s. 6d. net.
Messrs. Geo. Allen & Unwin, London.

A Short History of Science, by Sedgewick & Tyler. 474 pages. Price $2.50. The
Macmillan Co., Toronto.

Suggestions of Modern Science Concerning Education, by Herbert S. Jennings, John
B. Watson, Adolf Meyer, Wm. L Thomas. 211 pages. Price $1.00. The Macmillan
Co., Toronto.

The American Girl, by Winifred Buck. 157 pages. Price $1.00. The Macmillan
Co., Toronto. This little book is addressed to the modern girl in the hope that it may
give her some information she is sure to want and ought to have. It contains advice
on many subjects in which girls are interested. The text is divided into three parts,
considering three main topics: The Girl's Healthful Body, Her Social Relations, Her
Work and Play. Under these there are discussions of such matters as: Some Physiology,
Anatomy and Psychology, Dangers and Difficulties, The Care of the General Health,
Food and Elating, Exercise, The Girl's Relation to Her Family, Her Friends, Her
Employer and Employes, Her Appearance, Her Work in Life, Her Sports and Play,
with a final chapter on Women who have Excelled.

Food Problems, by A. N. Farmer, & Janet Rankin Huntington. 90 pages. Price
27 cts. Ginn & Co., Boston, Mass.

The Play Way — An Essay in Educational Method, by H. Caldwell Cook. 367 pages.
Price 8.S. Qd. net. Wm. Heinemann, London, Eng.

Practical English for High Schools, by Wm. D. Lewis and J. F. Hosic. 415 pages.
Price 94 cts. American Book Co., New York.

Chemistry in the Home, by Henry T. Weed. 385 pages. American Book Co., New
York.

Elementary Spanish Grammar, by A. M. Espinosa and C. G. Allen. 367 pages.
American Book Co., New York.

Food Preparation, Part I, by Beth Warner Josserand. 148 pages. Price $1.25.
Food Preparation, Part II, by Beth Warner Josserand. 142 pages. Price $1.25. The
Manual Arts Press, Peoria, 111.

Pattern- Making Note-Book, by Geo. G. Greene. 32 pages. Price 25 cents. The
Manual Arts Press, Peoria, 111.

Laboratory Manual of Chemistry in the Home, by Henry T. Weed. 200 pages.
American Book Co.. New York.

Hints for the Library

Europe in the Nineteenth Century, by Professor E. Lipson, M.A., of Trinity College,
Cambridge, published by A. & C. Black, Ltd., 298 pages, price ?1.50. In this book
Professor Lipson gives a concise, connected account, analytical rather than narrative,
of the internal development of the chief European States after 1815. The author, at
first, briefly and clearly connects the modern movements in France, Germany, Austria,
Russia, Italy, and the Balkans with the conditions in each country before the French
Revolution. Then in a masterful way he unravels the tangled skeins of policies, dip-
lomacy, popular movements, and uprisings so as to reveal the course of development
that has resulted in the modern European states. To understand the Great War of
to-day one must read this book. The style is scholarly and logical. A running topical
index in the margin for each paragraph aids the reader to follow the sequence of thought.
Eight portraits and four maps provide illustrative material. A complete index at the
end of the volume is also furnished. This book, as well as the author's companion
volume, Economic History of England in the Middle Ages, is highly recommended to
every teacher and student of history. j. F. v.

620 THE SCHOOL

La Belle Nivernaise, by Daudet, edited with introduction, notes and vocabulary by
James Boielle, ninth edition — Oxford University Press, Toronto. 148 pages, 25 cents.
An excellent edition of the text for matriculation, 1918. The notes are clear and well
chosen and the vocabulary sufficient for students in this stage of progress. The story
is always an excellent one for sight work in the Middle or Upper school. w. C. F.

Modern European History, by Charles Downer Hazen, Professor of History in
Columbia University, Published by Henry Holt & Company, New York. Price ?1.60.
To the teacher of modern history this is a very enjoyable book. Recognizing the im-
portance of a knowledge of the origin of the states of Europe engaged in the present
great conflict, the author starts with the idea that the struggle for liberty has been the
warp and woof of the later history of Europe. In vivid language, he describes the old
regime as it existed in the different countries on the continent, taking France as the
background of his story. George HI, of England, Frederick the Great of Prussia, Peter
the Great of Russia, Napoleon and others are rapidly sketched and the Metternich Age
is well portrayed. Passing on he traces the growth of democracy and points out the
importance of an accurate knowledge of the industrial revolution between 1830 and 1848.
The struggle in Italy for unity, and the development of the German Empire are stated
concisely and Bismark receives due recognition. The chapters on England from 1815 to
1914 should be helpful to all readers of English history as they deal with an important
period in the social development of the United Kingdom. Following these chapters is
an excellent account of what may be termed the growth of the British Empire, and to
each colony due reference is made. The partition of the continent of Africa ; the awaken-
ing of China; the rise of Japanese imperialism; and the Europeanization of the American
Continents are carefully handled, while the history of those states in Europe which,
at the best, are considered only second rate powers is not forgotten. To the reader,
puzzled over the status of the Balkan States, the chapter on the disruption of the
Turkish Empire may be heartily recommended. The book closes with a brief account
of the peace movement, the causes of the present great conflict and a short chapter on
the war itself. The author has a definite plan and this plan he has observed all through
the 618 pages of his history. To show the varying phases of the struggle for freedom in
the different countries has been his aim. The spirit of nationalism has been in some
countries an expression of the desire for liberty, but in others it has been the result of
the old desire for national greatness and power. Where economic and social factors have
been formative in national policy, he has described them. Altogether he has produced a
book that .should be read, not only by the teachers of history, but by those who are
anxious to obtain an excellent account of the present standing of the world powers.

G. M.

Southern Life in Southern Literature, selected and edited by Maurice Garland Fulton,
Professor of English, Davidson College; Ginn & Co., Boston, New York, London. 16 mo.,
530 pages, illustrated, 80c. This anthology of the principal writers of the Southern
States from the last of the eighteenth to the beginning of the twentieth centuries, and
including essays, fiction and poetry, will, of course, be of especial interest to Southern
students and readers. But any student of American life and literature will find here
valuable and interesting material almost inaccessible in any other form; while older
readers who remember the Civil War, the tragedy and romance of the Lost Cause, will
renew their youth as they find within its covers "Dixie", "Maryland, My Maryland",
"The Bivouac of the Dead", "Somebody's Darling" and other favourites of that day.
Excellent biographical and literary notes, good illustrations, including pictures of authors
and their homes, reproductions of cuts from early editions, also a well-classified table
of contents in chronological order greatly increase the worth of the book. L. L. j.

Shakespeare Criticism: a Selection. With an Introduction. D. Nichol Smith, —
Pocket Edition. Humphrey Milford, Oxford University Press. 25-27 Richmond St.,
Toronto. xxvii-|-416 pages. Price 30c. In its delightful pocket edition, with clear
type, thin paper and tasteful dark-green cloth binding, the Oxford Press presents this
selection of .Shakespeare criticism. Beginning with tributes from contemporary editors
and authors, Heming and Condell, and "Rare Ben Jonson" to the "Starre of Poets",
the "Sweet Swan of Avon ", including the well-known prefaces of Pope and Dryden, the
less-known but wonderful essay of Morgann on Sir John Falstaff, also essays of Lamb,
Coleridge, Hazlitt and De Quincy (the Knocking at the Gate in Macbeth) the book
closes with Carlyle's matchless chapter, The Hero* as Poet, from Heroes and Hero-
worship. We are grateful to editor and publisher alike for giving us in so neat and in-
expensive form so much of the sanest and best of the earlier Shakespeare criticism.

L. L. J.

I

BOOK REVIEWS 621

Greek and Roman Mythology, by Jessie INI. Tatlock. Price ?1.50. The Century Co.,
New York. This is an exceptionally well-done piece of work. It is written in a bright
and very readable style. It transports one to the infancy of the Greek race, when gods
and goddesses were but super-mortals and lived in a gay and youthful spirit and wrought
marvels unheard of in our prosaic and skeptical age. The subject is treated systematic-
ally and comprehensibly. It is profusely illustrated with pictures of Greek and Roman
sculpture. One could not imagine a much more striking contrast to the dry manuals
with which students of classical literature are familiar. The mechanical part of the
work is excellent. j. c.

Number Games for Primary Grades, by Ada Van Stone Harris and Lillian Walds.
Beckley-Cardy Co., Chicago. 1917. pp. 118. Price tjOc. In the past the arithmetic
period has been a school hour's routine, perfect in its isolation from the actual life and
experiences of the child. Any endeavour to make the child's number ideas spring out of
the normal and natural satisfaction of his own needs should be hailed by progressive
teachers. This little book is such an endeavour. It is designed to create an active
interest in numbers through games. Those teachers who are in search of devices that
are natural and vital will find much that is suggestive in the fifty-seven games contained
in this book. F E. c.

The Essentials of Extempore Speaking, by Joseph A. Mosher, Ph.D., xv-|-207 pages.
Price ?1.(X). The Macmillan Co. of Canada, Ltd. This book gives in a clear and con-
cise form the essential principles of public speaking. It should be of great practical
use to the teacher of oral composition and to the inexperienced public speaker. The
various aspects of the subject dealt with in a practical way are: How to overcome the
dread of speaking in public; how to gain and hold the attention of the audience; how
to introduce, develop, and arrange a speech; how to procure material and use that
material in the most effective way from the point of view of style. There are some
interesting chapters on the personality of the speaker, his attitude towards his audience,
and the proper use of voice and gesture. Altogether it is a very readable and practical
treatise on the art of public speaking. A. E. B.

A Note-Book of Mediaeval History, (A.D. 323-A.D. 1453.), by C. Raymond Beazley,
Professor of Modern History in the University of Birmingham. 224 pp. Oxford Univer-
sity Press, Toronto, 1917. Price 90 cents. In plan this note-book is somewhat unusual.
It arranges the chief features of European history in the Middle Ages, not by countries or
topics, but according to order of time. This method serves to give a comprehensive
view of conditions and events over a wide area at any particular period, while the com-
plete outline of any topic may be obtained by reference to an index. The Mediaeval Age
is divided into twenty-seven comparatively short periods each introduced by a brief list
of "general points" characteristic of the period. The "General Views of the State of
Europe about 476, 1,000, 1,300, and 1,453" are excellent summaries and a good feature
of the work. The book contains numerous well-chosen quotations from Bryce, Gibbon,
and others, and some good notes on the chief characters, and outstanding features of
the Middle Ages; e.g., the Hanseatic League. Teachers of history may ditter as to the
plan of the book, but all will find it interesting and suggestive and a help with their work
in the senior classes. p. t. j.

Martin Luther, The Story of his Life, by Elsie Singmaster. 138 pages. Houghton
Mifflin Co., Boston and New York. This is a timely contribution to the literature of
the four hundredth anniversary of the Reformation. In this little volume the author
sketches, in clear and simple style, the early life of Luther, his career as a monk, the
great crisis of his life, and his final break with Rome. She gives a pleasing picture of
his hapiiy home life, and emphasizes the great debt which not only Protestantism, but
the whole world, owes to this great reformer. This is an e.xcellent book for supple-
mentary reading, and is well worthy of a place in the school library. j. k.

Laboratory Manual of General Chemistry, by A. B. Lamb. Harvard University Press.
166 pages. This is a combined laboratory manual and notebook such as is used in
Harvard College for the first course in chemistry. The author states distinctly that
the experiments are specially selected in such a way as to be different from those taken
in preparatory schools, in order that students may not have merely to repeat their
High School work when they come to the University. The book is particularly inter-
estmg to secondary teachers for the very reason that it contains such a selection of
experiments. The science teacher will find a feast of new things and he may find some
that are suitable for use in his own work. G. A. c.

Old Crow Stories, by Katherine B. Judson. %Little, Brown, and Company, Boston.
163 pages. This is a series of bird stories told in an interesting way. Many of the
stories are from Indian folk-lore. G. A. c.

622 THE SCHOOL

Inlroduclion to Inorganic Chemistry, by Alexander Smith, Professor of Chemistry
and Administrative Head of the Department of Chemistry in Columbia Univ'ersity,
New York. Third Edition; rewritten. Pages xiv +925. Cloth. 1917. The Century
Company, New York. The general arrangement of the text is as in the previous editions,
with the exception of the chapter dealing with the oxygen acids of chlorine. This has
been placed later on owing to its difficulty. The introductory chapters have been again
rewritten and improved. Of these too much cannot be said in approbation. They are
a regular tour de force. More attention has been paid to industrial chemistry, a matter
in the interests of our advanced students who cannot afford more than one text. One
of the most valuable features of the text is the numerous sections in fine print dealing
with various points of view in regard to such interesting subjects as valence, etc. By
use of narrow margins and specially made thin paper this volume has been made very
compact. Its dimensions are 20.6X13.7X4.7 cms. H. A. G.

Practical Experiments in Heat, by Griffith and Petrie; Practical Experiments in Light,
by Griffith and Petrie. Published by Rivingtons, London, Eng. These small laboratory
manuals contain nothing very original, as there is an ample supply of books that cover
the same ground in very much the same manner. The experiments are all good and
require only simple apparatus. G. A. c.

Electrical Laboratory Coarse for Junior Students, by Professor Magnus Maclean.
Blackie and Son, London. 120 pages. 2s. The experiments in this manual are too
difficult to be performed in secondary schools. Besides the apparatus necessary is not
found in Canadian High Schools. While many of the suggestions and methods are
good, it would not prove a very useful book to Canadian teachers. g. a. c.

How to Know the Mosses, by Elizabeth Dunham. Houghton Mifflin Company,
Boston. 51.25. 287 pages. Manuals for the identification of common plants and
animals in a very simple manner are a welcome product of the last few years. At last
we have such a manual for the mosses. These small plants, which make so many of
the ugly places in nature green, are well worth one's acquaintance. Not even a hand
lens is required with the book under review in order to identify many of these delicate
little plants. Keys based on the general habit, form and arrangement of leaf and form
of capsule are given. G. A. c.

The Nature and Development of Plants, by Carlton Curtis. Henry Holt and Com-
pany, New York. 506 pages. Though the present edition of this book has been pub-
lished for almost two years, it is not as well known among Canadian teachers as it
deserves to be. It is a text-book in botany of moderate size; it covers well the work done
in the Upper School in Ontario; it contains chapters on the leaf, stem, root, and flower.
Then a systematic account of the vegetable kingdom is taken up. The book avoids
technical names as much as possible, which is a very commendable feature. The illus-
trations are excellent, and many of them are new. Another good feature is that the
descriptions of the structure and functions are admirably blended G. A. C.

A Glossary of Botanical Terms, by B. D. Jackson. Duckworth & Company, London.
428 pages. 7s. &d. This is the third edition of the standard w'ork of its kind in the
English language. It gives the pronunciation, derivation, and significance of every
botanical term used in the language. For the teacher of science such a work has a
certain value. However, as the tendency of authors at the present time is to use as
few technical words as possible the necessity for such a book will become less and less.
This book is the best of its kind. G. A. c.

Schemes of Work and Approved Time-Tables. Price 2^. 6d. net. Evans Bros.,
London. Though prepared primarily for English schools, it contains many suggestions
for every teacher. w. j. D.

Quintana's La Vida de Vasco Nunez de Balboa, edited by E. Alec Woolf . Price \s. k>d.
George G. Harrap & Co., London. A Spanish text suitable for a second-year class. The
subject is interesting. The editor's work is well done, the vocabulary offering useful
assistance in irregular verb forms. D. E. H.

The Post of Honour, by Dr. Richard Wilson. Pages, 160. Price 25 cents. J. M. Dent
& Sons, Toronto. This book is recommended for supplementary reading by the Ontario
Department of Education. It contains 35 stories of daring deeds done by men of the
British Empire in this war, such as "Warneford and the Zeppelin", "The Canadian
Scottish", "The Story of Edith Cavell". "The Canadians at Vimy Ridge". These
stories are written so that boys and girls can read them easily. Considering the excel-
lence of the book and the price of it, one would think tha* no teacher could fail to include
It m the supplementary reading for this year. From every standpoint it is ideal, w. j. D.

Continued on page 624.

THE SCHOOL

623

The Crisis it's here !

The World Food Shortage is
serious beyond telHng

The Cause that Britain and
her Allies Fight for Hangs in
the Balance. Why? FOOD!

Everyone is anxious to help — the

Teacher perhaps more than most.

What can YOU do?

Organization
of Resources
Committee
Parliament
Buildings
Toronto

Back up the Boys —

Help them to make up their minds —

Encourage them to become "Soldiers
of the Soil" and serve on the farm.
If that be impossible encourage
them to take up Back Yard
Gardening —

Elach Boy's help will count ! ,

Perhaps You will Volunteer for Farm Work
Yourself this Summer ?

When writing advertisers, please mention THE SCHOOL.

624 THE SCHOOL

The United Stales and The War, by James M. Beck. 46 pages. The Pennsylvania
Society, 249 West 13th Street, New York. This pamphlet contains two addresses by
James M Beck, president of the Pennsylvania Society, the one delivered before the
society, and the other at a meeting of the Pilgrims, London. The editorial comment
of the London Daily Telegraph concludes this well compiled booklet. These speeches
present in a favourable light the position of the United States before that country
became involved in the war. The High School library needs this publication to assist
pupils to a clear understanding of the cordial relations existing between the leaders in
Britain and the United States even in the earlier stages of the great conflict now raging.

F. J. H.

Persephone, by Katherine Merryman. Price, in paper, 6d. Geo. G. Harrap & Co.,
London. This is a delightful poetic dramatization of the old legend of Persephone and
Pluto. It might be a little dfiicult to produce such a play in school, but it jis Jvery
suitable, indeed, for reading in High School classes. For the convenience of teachers
who wish to stage the play an edition with music has been prepared, price 2/6. G. M. j.

Dramatization, by Sara E. Simons and Clem Irwin Orr. Scott Foresman & Co.,
Chicago. The authors of this very useful, suggestive volume aimed "to give practical
suggestions for the dramatization of High School classics", and have succeeded in
producing a book which will certainly be welcomed by teachers who are interested'in
the writing and staging of plays by High School pupils. The book is thoroughly practi-
cal. After a few pages on the psychology and pedagogy of dramatization, there follow
forty pages of suggestions about the dramatizing of classics, staging, and costuming.
Various parts of well-known books are mentioned as suitable for dramatization; staging
and costuming are suggested for each. Finally the authors furnish examples of drama-
tized episodes from about twenty classics, among which are found Treasure Island,
Ivanhoe, The Odyssey, The Iliad, The Canterbury Tales, The Idylls of the King and Comus.
These dramatizations are divided into work for four years, and for the convenience of
teachers and pupils the four parts are published separately in paper at 20 cents each.

G. M. J.

Meditationsof Marcus Aurelius. Translated and annotated by J. G. Jennings. Pages
131. Blackie & Son, Limited, London.

Hints that Win Success. Price 3s. &d. net. Evans Bros., London. When teaching
that the circumference of a circle is 3 1/7 times the diameter, did you evertake the class
out into the yard, have a boy measure the diameter of,a bicycle wheel, put a chalk
mark on the tyre and wheel it in a straight line until the mark has been twice transferred
to the ground? Have you thought of a good use for old slates and filled exercise books?
Would you like to have at hand 243 devices for dealing with all sorts of situations in
school life? This book contains only "wrinkles", new and old, which skilled teachers
have found useful. Containing such an acccumulation, it is of value to any teacher; to
the beginner it is a veritable storehouse. w. j. d.

The New Era in Canada, edited by Dr. J. O. Miller, Principal of Ridley College. 421
pages. Price ?1.50. J. M. Dent & Sons, Toronto. All profits from the sale of this book
are to go to the Canadian Red Cross. There are 16 essays by well-known writers, among
them Stephen Leacock, Peter McArthur, Marjory McMurchy, Sir John Willison. What
kind of new era are we preparing for in Canada? Do we realize what our duties are as
citizens? What do we know of the problems that may confront us? This book will make
us think, and that is at least a beginning. Its purpose, as stated by its editor, "is two-
fold. 1. To awaken the interest of Canadians in problems which confront us as we
emerge from the adolescence of past years into the full manhood of national life. 2. To
urge that the test of national greatness lies in willing service to the state by its citizens
and to point out, so far as possible, opportunities for service". This is an excellent book. .
The time ahead will require the utmost thought and labour of every real citizen. These
essays will help us to realize where our duty lies. w. j. d.

A Descriptive Bibliography of Measurement in Elementary Subjects: Harvard Bulletins
in Education, volume V, 1917. Harvey W. Holmes, editor. Pages vi-t-46. The
measurement of educational results has assumed such large proportions that it is ex-
ceedingly difhcult to keep up with the literature devoted to it. The above bibliography, ■
therefore, fills a very real need. The table of addresses of the publishers of the various
standard tests adds value to the publication. p. s.

Duponl's En Campagne. Price Is. 9d. net. George G. Harrap & Co., London. A
collection of war narratives in French, with notes, passages for re-translation, and
vocabulary. •

Continued on page 626.

THE SCHOOL 625

ff \

CSueen'g Mntbersitt|>

QUEEN'S SUMMER
SCHOOL

KINGSTON ONTARIO

The Ninth Session opens July 10, and closes
August 21. 1918.

Classses will be offered in English, French, Latin,
English History, European History, Mental and Moral
Philosophy, Mathematics, Physics, Geology and Miner-
alogy, Chemistry, Animal Biology, and Botany.

The work given is of value for a degree in Arts, for
High School Assistants' and Specialist's Certificates, for
First Class Public School Certificate, for Public School
Inspector's Certificate, and for all persons wishing to
broaden their knowledge, improve their scholarship, or
spend a vacation under cultural influences. Conditions
of work and recreation exceptionally pleasant.

Fees and Expenses of Living very moderate.

For the Summer School Announcement write to
The Registrar — Queen's University, Kingston.

When wilting advertisers, please mention THE SCHOOL,

626 THE SCHOOL

Methods of Teaching Object and Memory Drawing, by J. Golden. Price 2s 6rf. net.
The Educational Company of Ireland, Dublin. This is intended for teachers of drawing
in primary and secondary schools, and will be found suggestive and helpful. \v. j. D.

Louis Agassiz as a Teacher, by Lane Cooper. Price Jl.OO. The Comstock Publish-
ing Co., Ithaca, N.Y. This is a very interesting little volume. When the question was
put to Agassiz, "What do you regard as your greatest work?" he replied: "I have taught
men to observe". And in the preamble to his will he described himself as "Louis
Agassiz, Teacher". Agassiz was the friend of Longfellow, Lowell and Whittier; he was
the friend of labourers and fishermen. The book tells how Agassiz taught several promi-
nent American educationists of our day. Every teacher will enjoy this book and will
receive profit from reading it. w. j. D.

Gelz's Practical French Course. Price 2s. 6d. The Educational Company of Iceland,
Dublin. "Though this volume is intended for beginners of all ages, the needs of pupils
passing from elementary to secondary schools at the age of twelve or thirteen have been
kept specially in view. . . . The reading lessons, which deal mainly with subjects of daily
life in school or at home, will give the pupil a live and practical knowledge of the langu-
age". Teachers of French will find this book suggestive. w. j. D.

Merkbuch, by Basil Readman. Blackie & Sons, Glasgow. This is a note book
for the use of those studying German.

How the Present came from the Past. (Book I — The Seeds in Primitive Life), by
Margaret E. Wells. Price 56 cents. The iVIacmillan Co., Toronto. This book is in-
tended for young children and should be very suitable for Second and Third Book
Classes. It outlines man's development in civilization during the Stone Ages. Part II
contains a number of myths and legends. The illustrations, which are numerous, add
greatly to the interest of the story. w. j. D.

My Book of Best Stories from History, by Hazel Phillips Hanshew. Price ?1.50 net.
Cassell & Co., Toronto. The present reviewer has sften expressed in these pages his
conviction that history can be taught with less labour and with much better results if
it be given to the pupils in a succession of vivid narratives. Taught in this way, history
becomes a recreation and children read it of their own volition; it is not disliked as it has
been when it lacked interest. For this method of teaching the subject, the book under
review is excellent. Note this from the preface. "History is not a string of dates, such
as boys and girls sometimes have to learn at school. It is much more a string of stories
such as poeple of all ages — and children especially — love". This book contains 52
admirable stories, and 12 full-page coloured illustrations. Teachers are urged to make
it a part of the school library. There is not one dull story in it. These stories are the
meat of history; the reigns, dates, etc., are the bones, the skeleton. This volume helps
to make the people of history live in the child's imagination. As a prize or gift book it
could scarcely be excelled. W. J. D.

Bi-lingual Schools in Canada, by Professor C. B. Sissons. I*rice JL35. Published
by J. M. Dent & Sons, Ltd., Toronto. No greater educational problem confronts our
Dominion and provincial statesmen to-day than that which includes the education and
training of the thousands of children — and adults — :of foreign nationalities who have
thrown in their lot with us. Obviously the teaching of English is one of the vital phases
of this problem. The method to be used in accomplishing this has occasioned con-
siderable controversy in various parts of the Dominion, especially where bi-lingualism
has been introduced. Professor Sissons in this most interesting book has gone fully
into the question of bi-lingualism in each of the provinces concerned. His discussion
of conditions in the prairie provinces is to the point and should be read by every teacher.
The average Canadian citizen knows but little of the "foreigner" and too few Canadian
writers have given this problem much attention. May this little volume be but the
forerunner of many similar works by our leading educational men and women!

J. T. M. A.

An Introduction to the English Classes, by William P. Trent, Columbia University,
Charles L. Hanson, Mechanic Arts High School, Boston, and William T. Brewer,
Columbia University. 302 pages. Price 60 cents. Ginn & Co., Boston. We have
here a revised edition of a book which many teachers of literature have already found
very helpful. In Part I under the title "Approaching Classics" the authors give very
useful suggestions concerning the study and teaching of literature; in Part II outlines
are given for the classroom treatment of a large number of the "English Classics"
which are commonly studied in the United States in preparation for the College Entrance
Examinations. At the end of the volume is a list of f)Ooks suggestcl for supplementary
reading. Canadian teachers, particularly inexperienced ones, will find this book very
helpful. G. M. J.

THE SCHOOL

627

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Classroom Humour

Teacher: "What happens when a man's temperature goes down as far as it can
go?" Pupil: "He has cold feet, ma'am."

Unlike most little boys who have never attended school, little Arthur was firm in
his determination not to go. Finally his favourite Aunt Emma was called in. "Why,
surely, Arthur," said his aunt, "you are going to school with your big sister in the fall."
"No, I'm not going to school at all," steadfastly declared the little chap. "I can't
read, nor I can't write, nor I can't sing; so I'd like to know what good I'd be at school! '

An old gentleman heard the tutor tell his son that the earth revolves every twenty-
four hours. So he put a glass of water on his garden wall, and left it all night.

Next morning he went to the tutor and discharged him, saying;

" It is all rubbish about the earth going round, because if it did all the water would
have run out of the glass."

At the supper table the conversation turned upon the junior second Public School
reader, brought home for the first time by my little son. Max, aged S. His mother
referred to one of the poems in the reader, entitled "The Children's Hour," as having
appeared also in one of her school readers when she was a Public School pupil. Upon
this I enquired: "Tltat's one of Longfellow's, is it not?" Before she could reply the
proud owner of the reader quickly interjected: "No, dad, it's a very short one."W. F.
Ralph.

"So you confess the unfortunate young man was carried to the pump and was
drenched with water. Now, Mr. Fresh, what part did you take in the disagreeable
affair?" Undergraduate (meekly) : "The left leg, sir."

Teacher Natural History Class: "You will remember, will >ou, Tommy, that wasps
lie in a torpid state in the winter?" Tommy (with an air of retrospection) : "Ves'm, but
they make up for it in the summer."

" I am delighted to meet you," said the father of the college student, shaking hands
warmly with the professor. "My son took algebra from you last year, you know."
"Pardon me," said the professor; "he was exposed to it, but he did not take it."

During a lesson on the animal kingdom, says The Illustrated London News, the
teacher asked if any one could give an example of an animal of the order of edentata,
that is, one which is without teeth.

"I can!" cried Reginald, his face beaming with the pleasure of assured knowledge.

"Well, what is it?" said the teacher.

"Grandpa!" he shouted.

A teacher in a lower grade was instructing her pupils in the use of the hyphen.
Among the examples given by the children was the word "bird-cage."

"That's right," encouragingly remarked the teacher. "Now, Paul, tell me why
we put a hyphen in bird-cage? "

" It's for the bird to sit on," was the startling rejoinder.

[628]

Vol. VI. TORONTO, MAY, 1918 No 9

' 'Recti cuUus pectora roborant "

Editorial Notes

■pj . . Educational progress must not be retarded by

i^ Txr„ m- war conditions. Not only so, but school activities

m War Time . , , .

must receive more attention now than ever beiore.

Education is pre-eminently one of the "essential industries." In Eng-
land, where the stress of war is more severely felt than elsewhere in the
Empire, the present has been chosen as the fitting occasion for what
amounts to a revolution in education. The government of every pro-
gressive nation, realizing the tremendous importance of education in the
national life, is investigating and testing systems with a view to prepara-
tion for the reconstruction period.

The attitude of the Government of the United States is thus given
in a letter sent out by the Bureau of Education:

"Don't close the schools; use them to maximum capacity The entire

spirit of the Administration in Washington is, and has been from the beginning, that
the war should in no way be used as an excuse for giving the children of the country
any less education, in quantity or quality, than they otherwise would have had. Both
the present demands of the waf emergency and the prospective demands of the neces-
sary readjustments inevitably to follow emphasize the need of providing in full measure

for the education of all the people There appears to be nothing in the present

or prospective war emergency to justify curtailment in any respect of the sessions of
the elementary schools, or of the education of boys and girls under 14 years of age,
and nothing which should serve as an excuse for interference with the progressive
development of the school system Opportunities should be found to intro-
duce into the school activities having real educational value, which at the same time
link up the Public Schools with the ideals of service and self-sacrifice actuating our
people, and bring home to the consciousness of teachers, pupils, and parents the essen-
tial unity of the nation in this great crisis The army and navy do not want,

and can not use, boys under 18 years of age, nor boys nor men of any age who are not
strong and well-developed physically. So far as the army and navy are concerned,
there is nothing more important that the schools can do than to keep going at full
capacity, and at the same time to emphasize in every possible way their work in physical
education. High school boys will render the best service of which they are capable by
remaining in .school until completion of the High School course."

[6-291

630 THE SCHOOL

„ , J.. , The President of the English Board of Educa-

Educational ^. . • ^ .

„^ , , tion some months ago appomted a committee to

Standards ^. ^ , * ,, , ,

mvestigate and report on the various problems

connected with teachers' salaries. Interesting recommendations and
suggestions appear in the committee's report. Two important state-
ments are: "Teaching is by common consent a profession. The English
public have not realised its great importance to the national welfare,
and have not accorded to its members the position to which their edu-
cation and the importance of their work entitle them." "We may,
however, look forward to a time when admission to the profession will
be limited to persons who have reached accepted standards of education
and training, a result which will be of great benefit to national edu-
cation."

The committee has considered the question of equal pay for men
and women teachers doing the same work and decides against equality,
apparently because (in the opinion of its members) a salary which is
attractive to women will not induce enough men to enter the profession!
Accepting the principle that it is the duty of the State to secure an
adequate staff of teachers, the committee has drawn up a national scale
of salaries with regular incrernents. The wish is expressed that the
salary of the country teacher might be made equal to that of his col-
league in the town. To Canadians it is amusing to notice in this report
the evident desire" that English teachers would move more freely from
school to school so as to obtain a varied experience. How the members
of that committee would enjoy a sojourn in this Dominion, where they
might occasionally see from two to seven teachers in charge of the same
rural school in one year!

Not only in England is there manifest concern regarding the quantity
and the quality of the supply of teachers. In the United States there
is an alarming and an increasing shortage because of the openings for
teachers in military and governmental service. And in parts of Canada
the lack of qualified teachers is no less menacing. Of course, this may,
and should, result in increased salaries; but the danger in the situation
is that there will very probably be a demand from boards of education
and from the public for a lower standard of qualification so that the
schools may be manned without additional expense. Any yielding to
such pressure will mean disaster. To the real friends of education, to
those who know that a nation is what it is mainly because of the kind
of teaching given in its schools, to those who realise that what is taught
is not more important than how it is taught and by whom it is taught,
comes the imperative necessity for safeguarding the results of years of
uphill struggle. In the past two or three decades education has gradu-

f

EDITORIAL NOTES 631

ally reached a plane more in keeping with its relative importance; still
greater achievement is necessary. Let there be no retrogression in the
present crisis; let there be no lowering of standards!

™, At this time of year a panicky atmosphere

-_ tf pervades some schools. Examinations are so

near; there is so much work to be done, and there
remains so little time in which to do it! What is left of the course of
study is covered in frantic haste; the teacher hurries to dictate copious
notes; the students hurry to write them and then to "cram" them;
the nervous tension gains momentum d^ily. But this is the time of
year when there should be opportunity for quiet and careful reflection
on what has been learned, for deliberate review of difficult topics, for the
acquirement of confidence and power!

Why hurry? With each year's experience the successful teacher
covers the required work more slowly and more .thoroughly, and yet
has, at the end of the year, more time for careful review. The tendency
of the inexperienced teacher is to hurry at the beginning of the term,
only to find as the months pass that the foundations of the year's work
are insecure and must be rebuilt.

Why hurry? Energy', so necessary to good teaching, does not con-

[sist in "fussiness," in numerous unnecessary movements. Energy is a

disposition — a correct attitude towards work. The yard engine makes

more "fuss" than the mogul but it does less work. Methodical, punctual

[placidity is not laziness; it is the result of the right kind of enthusiasm

and energy, and it accomplishes work that endures.

Teaching must be so carefully and so thoroughly done that neither
time nor energy are wasted, that nothing needs to be undone, that
everything is properly "nailed down" as the work proceeds. Done in
this way, results are sure, "nerves" are unknown, regrets are few.
Then, why hurry? .

Two small boys were having an argument, and the subject of the discussion was
ethics of truth-telling. Said the first: "A fib is the same as a story, and a story's the
same as a lie, and " "No, it's not," broke in the second boy, in quite as deter-
mined a manner. "Yes, it is," asserted the first. "An' I know it is, because my father's

a professor at the university, and " " I don't care if he is," was the other's cool

reply. " My father's a newspaper reporter, and he knows more about lying than your
father."

Teacher — " VV'ho can tell me the meaning of a ' round robin '?

Bright Boy — "Please, miss, it's what that burglar was doin' last night when they
nabbed him. — Buffalo Courier.

The Development of the Imperial Conference

{Continued from the April issue)

G. M. JONES, B.A.
Faculty of Education, University of Toronto

London 1917. A few days after the 1911 conference the
Laurier Government was defeated. The new Premier, Sir Robert
Borden, not only halted the acquisition of a Canadian fleet, but
visited London in 1912, and demanded a voice in foreign affairs.
In 1913 the British Government answered the demand by announcing
that, with regard to technical questions of defence, whenever matters
affecting a Dominion were under consideration in the committee of
Imperial Defence a representative of that Dominion would be sum-
moned. As to foreign policy in general, any resident minister appointed
by a Dominion Government would have at all times free and full access
to the Prime Minister, the Foreign Secretary, and the Colonial Secretary.'

The European political situation remained threatening. In 1911
Italy made war on Turkey, and before peace had again been made
between these countries, the Balkan Wars had started. Finally, in
1914 the present great conflict began. It seemed to both British and
Dominion statesmen, except those of Australia, that it was unwise and
inconvenient to hold an Imperial Conference while Great Britain was
struggling for her life, and so the 1915 meeting was postponed. But
on December 20th, 1916, the Prime Minister of the United Kingdom
summoned the Dominion prime ministers to meet with the members of
the British Cabinet in an Imperial War Conference to take counsel
concerning the prosecution of the war, the terms of peace, ^nd prob-
lems after the war.^

It had probably been intended that only one Imperial body should
meet,' but ultimately it was arranged that there should be (1) an Imperial
War Cabinet composed of the British War Cabinet together with the
Dominion premiers, (2) an Imperial War Conference composed of the
Colonial Secretary, the Dominion premiers, and certain other Dominion
ministers. The first body met three days in the week and the second
body on the other three days. Concerning the work of the War Cabinet
we have no information e.xcept the little given in speeches by the minis-
ters who attended its meetings. Some of the discussions of the War

' Jebb, The Britannic Question, p. 53.

'Sir Robert Borden in House of Commons, "Canadian Hansard, May 18, 1917,
p. 1597.

= Hansard, p. 1,598.

[632]

DEVELOPMENT OF THE IMPERIAL CONFERENCE 633

Conference were confidential also, and of them we have as yet no record;
but we have the full debates on a number of exceedingly important
matters and the resolutions passed concerning still others.

The work of the Imperial War Conference was very varied and very
important, but three subjects of discussion stand out with special promi-
nence. For the first time in thirty years a Conference passed unani-
mously a resolution in favour of imperial preference. Under the stress
of war, even Great Britain agreed that "each part of the Empire, hav-
ing due regard to the interests of our Allies, shall give specially favour-
able treatment and facilities to the produce and manufactures of other
parts of the Empire." At previous Conferences, with the exception of
the first, India had no represention; but she was represented in
this War Conference by four men, and the other statesmen present
were so highly pleased with the change that a resolution was passed in
favour of "India being fully represented at all future Imperial Confer-
ences."' Furthermore, they recommended the removal of one great
cause of India's discontent. "The Imperial War Conference, having
examined the memorandum on the position of Indians in the self-
governing Dominions presented by the Indian representatives to the
Conference, accepts the principle of reciprocity of treatment between
India and the Dominions."^

The most important subject discussed was the constitution of the
Empire. After private consultation with other members of the Con-
ference, Sir Robert Borden moved a resolution which, with slight amend-
ment, read as follows: "The Imperial War Conference are of opinion
that the readjustment of the constitutional relations of the component
parts of the Empire is too important and intricate a subject to be dealt
with during the war, and that it should form the subject of a special
Imperial Conference to be summoned as soon as possible^ after the
cessation of hostilities. They deem it their duty, however, to place on
record their view that any such readjustment, while thoroughly preserv-
ing all existing powers of self-government and complete control of
domestic affairs, should be based upon a full recognition of the Domin-
ions as autonomous nations of an Imperial Commonwealth, and of
India as an important portion of the same, should recognize the right of
the Dominions and India to an adequate voice in foreign policy and in
foreign relations, and should provide effective arrangements for continu-
ous consultation in all important matters of common imperial concern,
and for such necessary concerted action, founded on consultation, as the
several Governments may determine."'

' Extracts from Minutes of Proceedings, Canadian Sessional Paper No. 42a, 1917, p. 28
2 Do., pp. 126, 170.
' Minutes, p. 46.

634 THE SCHOOL

This resolution passed unanimously (according to Sir Robert Borden),
but there was the same division of opinion with regard to the future
government of the Empire as had been shown at the 1911 meeting.
The representatives of New Zealand agaih favoured an Imper'al Parlia-
ment, and Sir Joseph Ward repeated the arguments he had advanced
in 1911; but the other speakers saw grave dangers in any proposal "for
an Imperial Parliament, which should have taxing powers for certain
purposes over all Dominions as well as over the United Kingdom."
Sir Robert Borden later expressed in the Canadian House of Commons
his conviction that such a proposal was "neither feasible nor wise,"'
but it fell to the lot of General Smuts of South Africa to express most
clearly and forcibly in the Conference discussion the objections of those
who opposed the creation of a new Federal Imperial Parliament.

"If this resolution is passed, then one possible solution is negatived,
and that is the Federal solution. The idea of a future Imperial Parlia-
ment and a future Imperial Executive is negatived by implication by
the terms of this resolution. The idea on which this resolution is
based is rather that the Empire would develop on the lines upon which
it has developed hitherto, that there would be more freedom and more
equality in all its constituent parts; that they will continue to legislate
for themselves and continue to govern themselves; that whatever execu-
tive action has to be taken, even in common concerns, would have to
be determined, as the last paragraph says, by the several governments
of the Empire, and the idea of a Federal solution is therefore negatived,
and, I think, very wisely, because it seems to me that the circumstances
of the Empire entirely preclude the Federal solution. Here we are, as
I say, a group of nations spread over the whole world, speaking different
languages, belonging to different races with entirely different economic
circumstances, and to attempt to run even the common concerns of
that group of nations by means of a central parliament and a central
executive is, to my mind, absolutely to court disaster."^

Important as were the discussions and the decisions of the Imperial
War Conference, the precedent set by the meeting of the Imperial War
Cabinet is of far greater importance. For the first time in the history
of the Empire, a small group of men representing the self-governing
parts of the Empire and India met together week after week to decide
what action should be taken with regard to the conduct of a war. It is
true that this Imperial War Cabinet is unlike any other British Cabinet,
since it is not responsible exclusively to any one parliament, but it is
an effective instrumiint for co-ordinating the war efforts of the autono-
mous parts of the Empire, and is likely to -become a "permanent con-

' Canadian Hansard, May 18, 1917, p. 1603.

2 Miniiip^ !>. .".:(.

DEVELOPMENT OF THE IMPERIAL CONFERENCE 635

vention of the constitution." Both Sir Robert Borden and Mr. Lloyd
George look forward to such a development,' and other members of
the Conference were deeply impressed with the importance of this new
body. Mr. Massey, of New Zealand, expressed thus his conviction:
"I think that when the Dominions were asked to send representatives
from their Legislatures, from their Governments, to the Imperial War
Cabinet, it was one of the most important events that had ever taken
place in the history of the British E^mpire, and I am confident that
posterity will look upon it from that point of view."^

Very great progress has been made since 1887. At first the colonial
representatives came to the conferences as inferiors who were sum-
moned occasionally by their superior, the Secretary of State for the
Colonies. Now the Dominion representatives go to London at regular
intervals to sit as equals in conference with the British representatives.
The question of preferential trade was debated for thirty years, and at
last in 1917 the representatives of Great Britain voted in favour of the
principle of preferential trade within the Empire. Colonial help in
defence was repeatedly sought, and sometimes given in small measure,
but now the Dominions, the Crown Colonies, and India are giving
generously of men and money for tjie present great struggle. India
was long unrepresented in the councils of the Empire; but in the future
she is to be represented, and her citizens are to be treated in some
measure at least as the equals of other British citizens. It long seemed
■that no progress was being made in finding a better constitution for the
Empire. At the first Conference the Marquis of Salisbury said the dis-
cussion of Imperial Federation was premature. In 1897 and 1902
Mr. Chamberlain urged the creation of an Imperial Council, but accomp-
lished nothing. In 1911 Sir Joseph Ward laid before the Conference his
scheme for an Imperial Parliament, but failed to win any support. And
yet all this time the Conference itself was developing into a recognized
and highly useful instrument of government, which with the Imperial
Cabinet will perhaps give the British C'ommonwealth all the central
machinery it will require for a long time to come. Thirty years ago the
British Empire consisted of a parent state, a number of self-govern-
ing colonies, and a large number of crown colonies and dependencies,
loosely bound together by ties of sentiment. To-day it consists of a
group of self-governing nations with colonies and dependencies, still
held together by the strongest ties of sentiment, and | ossessing
in addition a highly efficient means of consultation and concerted
action.

' Canadian Mansard, May IS, 1917, p. 1001.
• Minutes, p. '>l.

636 THE SCHOOL

Reference list:

Official Reports of the Conference, either British or Canadian.

Jebb, The Imperial Conference, 2 vols. The standard history of the Conferences from

1887 to 1907.
Jebb, The Britannic Question.
Curtis, The Problem of the Commonwealth.
Findlay, The Imperial Conference of jgii Front Wiihin.
Canadian Hansard, May 18, 1917.

The First Duty of Teachers

S. SILCOX, B.A., D.PAED.
Principal, Normal School, Stratford

THE effectiveness of any system of education depends upon how
regularly it is used by the pupils in the schools. The best sys-
tem cannot educate a child who stays at home fifty per cent, of
his time; in that we all agree. But where does a system begin to fail?
The New York Commission discovered that a loss of ten days or less
in a hundred-day term did not seriously lower the standing of pupils,
but that over ten days' loss of time produced an effect proportionate to
the time lost, or in the words of the editor of the report: "64.30 per
cent, of all non-promotions among pupils absent eleven days and more
may be attributed to the effect of absence." The effect of absence is,
then, that tens of thousands of children are left back to go over the same
work again, to congest the already overcrowded lower grades, to increase
the amount and degree of retardation, and to add to the cost of the
elementary school." The report concludes: "In view of the effect of
absence on the child's progress through the school, the first duly of teachers
and principals should be to keep children regular in attendance." Accord-
ing to this report the standard of excellence for attendance would not
be below 90 per cent, of the enrolment month by month.

In order to learn the real conditions of non-attendance and truancy
in rural schools, the writer sent out six questions to twelve inspectors
in all parts of the Province of Ontario. The questionnaire, with answers
received, follows:

Question i. What is the approximate av£rage attendance, month
by month, in rural schools in your inspectorate? Lowest? Highest?

THE FIRST DUTY OF TEACHERS 637

No.

'ers.

Approximate
av'erage

Lowest

High

1

80

2

34

90

3

5.5

50

70

4

61

45

82

5

55 (for year)

67 (Jan. & Sept.)

86

6

77

62

90

7

78

45

97

8

81

68

90

9

80

65

83

10

35

90

11

75

60

90

12

not given

These answers show that the average of 66.69 pjer cent, given in the
1917 annual report of the Department of Education is probably ten
per cent, below the average attendance month by month, due, of course,
to the fact that many pupils attend only part of the year. Entrance
pupils attend only six months, and new pupils entering in September
only four months, of the year covered in the report.

Question 2.. Has the system of monthly reports of teachers to the
Inspector improved the average attendance? How much?

Answers. All in the affirmative, ranging from "slightly" in nine
answers to 3 per cent., 5 per cent., and 10 per cent, in three others.

Question j. Do you think that children who pass the entrance
examination before 14 years of age should be exempted from the pro-
visions of the Truancy Act?

Answers. Eight say "No." Four say "Yes," but modify this by
saying, "in time of planting and harvesting, not at other times"; "unless
proper provision is made for teaching a fifth class"; "unless High
School work can be taken up"; "under present system of education."

Question 4. Is there any persistent truancy in your inspectorate?

Answers. Six answer " No," while the other si.x say, "Some, not
much, mostly in villages, or outskirts of the city"; "Yes, about one
family for every two sections"; "Negligible, not over four or five cases,
which should be handled by the Children's Aid Society"; "Yes, more
than is reported, as teachers do not get the names of children between
8 and 14 years of age residing in the section"; "One case"; "Yes, not
more than six or eight cases in the county."

Question 5 (a). Has anyone in rural districts been prosecuted for
violating the Truancy Act?

Answers. Ten say "No"; two say "Yes". ^

Question 5 (b). Is it possible to enforce the Act?

638 THE SCHOOL

Answers. One says "No"; another, "almost impossible". The
remainder answer, in effect, "Yes, with a competent officer". Many
suggest that the officer should be an outsider or a county officer free from
local affiliations, e.g., the Children's Aid superintendent.

(It is interesting to note that Saskatchewan has adopted the plan of
enforcing attendance directly through the Department of Education
and has raised the average from 68 to 76 per cent, in one year. Out of
14,043 cases dealt with, only 930 had to be proceeded against by the
Provincial police. The average attendance given above would seem
to be considerably higher than Ontario, but the year in Saskatchewan
ends June 30th, which makes for a higher average in the annual report).

Question 6. Could rural children of 14 to 16 or 18 years of age profit
by a special three or four months' winter course in the a\erage rural
school? Could they be induced to attend?

Answer. Two say "No"; ten say, in effect, "Yes, if given the
education wanted ". One inspector suggests that a fair-sized class should
be formed of such pupils in one or more schools in the township, but this,
of course, raises the question of transportation.

It is evident from these answers that what is known as "persistent
truancy" is rare in rural sections, but that "irregular attendance", in
some sections up to more than fifty per cent, of the school year, is not
uncommon. Of course, the question arises, "Is not this really truancy,
with the connivance of the parents?" And then it may be asked,
"Should not parents guilty of such connivance be prosecuted?" At
present, however, the appointment of a truant officer is optional in a
township or in a county and the burden of securing an improved atten-
dance falls back upon the teacher and the inspector, who should, there-
fore, put forth every effort to effect an improvement by ordinary means.

Primarily, regular attendance is a moral problem, in as much as
regularity of response to the recognized school organization, day by day,
during the formative period of child life, is the foundation of good
character, which results from uniform correct response to one's environ-
ment especially in the line pf one's primary duty. Now, usually, the
child's first duty is to be at school punctually five days a week whenever
the school is in session. If a child responds correctly on Monday,
incorrectly on Tuesday, not at all on Wednesday and continues this,
year after year during school age, there can only be one result; that is,
an irresponsible character.

Moreover, in addition to such a result from this cause, there is added
ineffective response to the school work due to missing part of the regular
work. Any child who misses a third of the sch'ool lessons cannot possibly
get much value out of the other two thirds; discouragement will follow
and the evil effects of the primary responses are aggravated. It is, of

I

THE FIRST DUTY OF TEACHERS (539

course, evident that at times a child's primary duty is at home and in
such a case character is formed by staying home. The difficulties at
school, consequent upon this enforced absence, must be met cheerfully.

The first step in securing a voluntary improvement in attendance
is to place before the parents the value of education. Suppose a teacher
got all her older pupils to write compositions on this subject and had the
best of these read at public meetings. Last year I heard a fourteen-year
old boy deliver a good speech at a township school fair and if his topic
had been, "The Value of Education", he might have presented facts
like these: — The rural populations of Ontario and Quebec are practically
equal; yet the value of farm products produced in Ontario is approxi-
mately double that of Quebec. What is the explanation? Probably the
fact that Ontario spends $5.43 per capita annually in education, while
Quebec spends only $3.78 per capita. Wherever comparisons have been
made, it has been found that educated people produce more than un-
educated people, and it would appear that the producing power is in
proportion to the expenditure on education.

What is the value of a day's education to a child? While its greatest
value is in mental and moral development, it also shows itself in power
to earn more, and has, therefore, a money value. A. Caswell F^llis
of the University of Texas aaserts that a single day's education is worth
$9.02. His method of arriving at this value is to compare the earning
power of uneducated labourers with that of High School graduates.
He ^ays, "Uneducated labourers earn on the average $500 per year for
40 years or $20,000. High School graduates earn on the average $1 ,000
per year for 40 years or $40,0{K). This education required 12 years
of school of 180 days each, a total of 2,160 days in school.

" If 2,160 days in school add $20,000 to the income for life, then
each day at school adds $20,000 -^ 2, 160 = $9.02.

" Therefore the child that stays out of school to earn less than $g.oo a
day is losing money."

If compositions and problems in arithmetic of this nature were sent
home every week, the parents would begin to think before keeping the
boy or girl out of school for a day.

The teacher can find some way of bringing the desired facts before
the parents. She may find in some agricultural paper an account of the
work of a school like the Porter School in Missouri where farm values
rose 25 to 33 1-3 per cent, on account of a vitalized community school.
But the women of the section say, "It foots up in happiness — not in
mere dollars and cents. We work hard now, but we have something
tf) feed our minrls and we don't exhaust ourselves with worry and
brooding. We have become citizens of our community and of our
country".

640 THE SCHOOL

A teacher knows the papers that go into the farm homes and can
secure the insertion of short articles in them if she makes an effort.
Farm magazines will publish children's compositions on farm topics.
The average farm magazine to-day is a great educational paper with
which the teacher should keep in close touch ; in fact, a good farm paper
should be part of the equipment of every rural school.

Other means of reaching parents are through their own organizations,
the best of which for the teacher's purpose are farmer's clubs, literary
societies and women's institutes, all of which should meet in the school
house. If the members of these societies would prepare papers on
educational topics or take part in debates on live questions, the teacher
need do very little but supply information.

For example, two sections of a township are preparing to debate the
question of consolidation of schools. The teacher of the section taking
the affirmative has supplied her side with pamphlets on the question,
issued by the United States Bureau of Education, and with reports of
consolidated schools in Manitoba and other provinces. When this
debate is concluded, the debaters will have a fairly complete grasp of
the question and the ratepayers of two sections will have some interest in
the movement and some knowledge of it.

With the women's institutes back of the work of medical inspection,
there seems to be little left for teachers to do, except to encourage the
proposal. If no branch of an institute exists in the section, the teacher
'•could do no better service than to get one established there.

Once parents have been impressed with the value of a single day's
education, it should be easy to secure more regular attendance and to
secure adequate equipment for the work of the school. A farmer who
employed help at even $2.50 a daiy and failed to provide him with the
necessary tools to do a day's work would be classed as a fool or as hope-
lessly ignorant or careless. Yet here are children trying to earn at least
$5.00 a day in education, working in unhygienic conditions without
adequate equipment, and often without proper nourishment; the noon
cold lunch is poor preparation for the afternoon's trying mental tasks.
It would, indeed, be a queer sort of farmer who could not see the force
of these arguments for better equipment and for hot noon lunches.
Mind you, these are coming, and those sections that lag behind are
handicapping their children. Inspector W. C. Hartley of Carmen,
Manitoba, says in his 1917 report, "The hot lunch idea has been adopted
in one third of the schools, and is gaining ground. ... I am con-
vinced of its value for the health and comfort of the children". If
parents know that the conditions in school are more conducive to health
than they now are, there will be an improved attendance.

(To be continued).

Elementary Science Lesson

MARY C. TUCKER, M.A.,
Harriston High School.

THERE are two arthropods on the Lower School curriculum about
which it is rather difficult to obtain detailed information. They
are porcellio, the wood louse, and lithobius, the centipede. Both
have the common arthropod characters of a segmented body, jointed
legs, and a more or less hard exoskeleton. But they differ in other ways ;
the wood louse is classed as a crustacean and the centipede ds a myriopod.
The most striking characteristic of the wood louse is that, though a
land animal, it breathes by means of gills which compel it to live in damp
situations. The centipede, on the other hand, is very much like the
insects for it breathes by tracheae terminating in oval spiracles. An-
other outstanding feature is the difTerence in the division of the body.
The wood louse has the three definite body regions, head, thorax, and
abdomen ; the centipede has only two well-marked body parts, a head
and a many-segmented trunk.

The wood louse is a small oval crustacean which lives on land in
moist and usually dark situations. The wood lice are found in large
numbers in damp cellars, in crevices between bricks and mortar, under
crocks, bricks, baskets, boards, shelves, and steps in basements which
are damp the whole year. Many specimens can usually be obtained by
moving pickle bottles which are on brick or stone cellar floors. Another
favourite resort is under the shelves and flower pots in damp, dark
places in greenhouses. In the summer and in late spring and fall
they are to be found under bricks, stones, wood, etc., on the north side
of houses and fences, especially if the soil is clay. When disturbed,
they sometimes remain motionless, but usually scurry away under the
nearest object.

They vary considerably in size. The largest are about seven-eighths
of an inch long and about three-eighths of an inch wide. But those most
frequently seen are from half to three-quarters of an inch long and one-
quarter of an inch wide. The body is a fairly broad oval, and quite
convex above. The dorsal surface is rather purplish or grayish brown
and very smooth. The ventral surface is flat and like the legs is greyish
white in colour. Sometimes there is a darker oval pattern on the back
which is about one-sixteenth of an inch from the margin of the body.
On others there is a vague splotching or mottling in a darker tone than
the general dorsal colouration. The body is flattened dorso-ventrally
but still retains a considerable convexity.

(641)

642 THE SCHOOL

There are three body divisions which are not evident at first. The
head is both short and narrow, not being as long as a single thoracic
segment. The thorax is by far the broadest and longest part of the bod\-.
It makes up about two-thirds of the length of the body. The abdomen
is made up of short segments.

The head appears from above to be a single first segment but is really
made up by the fusion of five cephalic segments and one thoracic segment.
The thorax consists of seven long, broad segments. The thoracic
segments move freely upon each other. Following the thorax is what
appears to be a six-segmented abdomen but the last abdominal segment
is made up of'the nineteenth and twentieth segments fused. The whole
body has twenty segments, and is covered with a fine but tough chitinous
material. Often empty "skins" are found in the haunts of the wood
louse. These are the skins cast in moulting. They are light grey, shiny,
and transparent. The head and thorax are not covered with a carapace,
as in most crustaceans. '

The head has a pair of rudimentary antennae and then a second
jointed pair. At the base of each of the functioning antenntie there are
aggregations of simple sessile eyes.

The mouth is small and so also are the mouth parts. The mouth
appendages consist of one pair of black-tipped jaws or mandibles, two
pairs of maxillae, and one pair of maxillipeds. The jaws, maxillae, and
upper and lower lips come close together in a point. The maxillipeds are
plate-like and cover the other mouth.parts.

On the thorax there are seven pairsof jointed walking legs— one pair on
each segment. There are no gills on the thoracic legs. At the base of the
thoracic legs of the female there are thin scale-like membranes beneath
which are eggs or partially developed young. They act as brood sacs.

On each of the segments of the abdomen except the last there is a pair
of abdominal legs. The inner branch of the abdominal legs has been
transformed into a gill which is covered by a large plate. As this gill
membrane must be kept moist in order to perform its function, the wood
louse always lives in damp habitats. There are five gill legs. The moist
skin covering the whole body also serves in a lesser degree as a breathing
organ. On the last abdominal segment the legs have been modified
to form a pair of feelers.

The mouth parts of the wood louse are adapted for eating the decaying
vegetable matter which forms its food. Often in the winter these
creatures may be found in holes in decaying potatoes and turnips. They
are night scavengers and do much good by eating vegetable waste.

The wood louse is difficult to destroy because it does not seem to eat
iwisoned cabbage, potato, etc. When crushed, the body gives forth a
V er>' disagreeable bdour.

I

Soil Studies and Experiments

J. W. EMERY, B.A., D.PAED.,

^ Xormal School. Stratford.

WITH the coming of spring the teacher's thoughts turn again to
the school garden — her agricultural laboratory. The wise
teacher begins early. Before the ground is clear of snow,
plans are drawn, catalogues ransacked, seeds ordered, tools polished up,
and all is ready. But is all ready? Too often the most important
factor is overlooked — the soil.

It is safe to say that the fertility of the soil is the greatest asset
a countr>- can have, but it is also true that no fertility is permanent.
A few years of carelessness or neglect may exhaust the best of land.
It is an astonishing fact that the average farmer shows an ignorance
of the principles governing his work that would not be tolerated in any
other line of business. To many farmers the soil is mere dirt or earth,
placed where it is by some happy chance, and useful only for the recep-
tion of his seed. To the scientific farmer it is a complex, almost a living
material, of delicate and capricious disposition, needing careful and
intelligent handling to keep it in good humour.

The soil may be viewed from three aspects, the physical, chemical,
and biological. Under the first head should be considered such matters
as colour, weight, texture, tilth or mellowness, power to retain water,
temperature, and capillary action; under the second, the acidity or
alkalinity and the amount and condition of the plant food; and, under
the third, the bacteria so essential to the proper organization of' the
plant foods.

The teacher should consult some good work such as Soils by Fletcher,
The Soil by King or Soil Fertility and Permanent Agriculture by Hopkins,
as well as the numerous pamphlets and bulletins issued from time to
time by our agricultural colleges. The purpose of this paper is to suggest
a few practical exercises and experiments that any rural teacher can have
her older pupils perform with small expenditure of her time and a mini-
mum of expense for apparatus. Samples of gravel, sand, clay, and
humus should be secured from various places, dried, and stored in bo.xes
or jars; also loams of various kinds from dififercnt farms and gardens
of the neighbourhood.

Experiment i. Into a jar of clear water throw in succession handfuls
of gravel, sand, fine clay, and humus respectively. Compare the
rates with which they sink. From this experiment show (a) the danger
of losing the finest and most fertile soil by erosion; (h) the reason why

[ B43]

644 THE SCHOOL .

deltas and alluvial plains are fertile; (c) why the material in the bed of a
stream differs with different speeds of the water. Investigate for a
week and report on examples of erosion observed in the school section.

Experiment 2. Strongly heat small quantities of dry gravel, sand,
clay, and humus respectively. Organic matter is destroyed by heat.
Determine the loss through heating of numerous samples of loam taken
from different fields and gardens by weighing them before and after
heating. The loss is due partly to evaporation of water but chiefly
to removal of humus. Enumerate the ways in which a farmer may add
organic matter to his soil. How does nature do this?

Experiment j. Take two lamp chimneys and tie muslin over the
lower ends. Fill them two-thirds full, one with dry sand, the other with
dry, fine clay. Add water to the top of each and compare the rates with
which it runs through. What kind of soil will require the most careful
drainage? Which is in danger of losing most fertility by leaching?
Try this experiment with farm loams of different kinds.

Experiment 4. Use the same chimneys, but have dry sand in one
and dry humus in the other, both well packed. Add equal quantities of
water to the soils and collect what drains out at the bottom. Which lets
more water run through? How can the water-holding properties of a
field be improved? Try the experiment with a mixture of sand and
humus and with a variety of loams. Note the value of a forest in pre-
venting the rapid escape of water into the streams after a rain.

Experiment 5. Take tw'O tin boxes (biscuit boxes will do). Fill
one with moist sand ajid the other with moist humus. Weigh the boxes
and allow them to stand in the school room or in the hot sun for several
days. Again weigh. This shows another important service performed by
humus. The experiment may be extended to other soil materials or
mixtures.

Experiment 6. Fill lamp chimneys to the top with fine sand, coarse
sand, clay, and humus respectively and set them in a shallow pan filled
with water. Note the rise of water by capillarity. In which case does
the water rise most rapidly? Highest? When the water reaches the
top what will become of it? How may the evaporation be prevented?
Emphasize the value of the dry mulch. (See Experiments 7 and 8).

Experiment 7. Hold a piece of loaf sugar with the lower surface
touching some ink. Note the rapid rise of the ink. On the top of
another piece place a small pile of fine icing sugar and again touch the
lump to the ink. Does the ink rise through the fine loose layer as freely
as through the solid lump?

Experiment 8. Take two tin boxes (coffee tins will do). Punch
holes in the bottom of these. Fill both with dry garden soil and allow
them to stand in water until the top of the soil is moist. Dry the outside

SOIL STUDIES AND EXPERIMENTS 645

and make the two boxes of equal weight. Pack the surface of A firmly
and leave both boxes in a warm room for a few days. As B dries, stir
the soil frequently to the depth of an inch. At the end of a week, place
them on the scales. Which is drying out the more quickly? Use a hoe
for watering your garden. Tillage is a great conserver of moisture.

Experiment p. In two saucers mix clay and water, and sand and
waten respectively and compare the stickiness of the mixtures. By
adding more clay to the first make a plastic mass. Knead this for some
time; then dr>' it in the sun or on the stove. Dry also some clay that
has been wet but not kneaded. Knead clay and humus together, and
dry the mixture. Compare the hardness of the three samples. Which
will crumble most easily. Dip one of the hardest balls of clay in water
and expose it to the frost for a day or two. Thaw it out' and examine it.
How may the tilth of clay land be improved? What is the \alue of fall
ploughing? What evil results from working clay soil while it is wet?

Experiment lo. (a) Knead wet clay with some slaked lime. Dry
and compare its hardness with that of pure clay. Lime is valuable for
improving the tilth of clay soils.

(b) Into each of two tumblers of water put a spoonful of fine
clay. Stir well, and to one tumbler add a spoonful of lime. Stir both
tumblers for a moment and allow them to stand for a short time. Which
clears the more rapidly? Which .has now the larger grains?

Experiment Ji. Get a book of blue litmus paper from the druggist
and moisten bits of it with vinegar, lemon juice, or other fruit juice,
sour milk, alurn, blue stone or cream tartar. The change to red indicates
that these substances are acids. Now moisten the reddened papers with
lime water, washing soda, wet wood ashes, ammonia. These restore the
bluecolour. They are a/^a/iwe. If soil becomes "sour," poor crops result.
To test a soil for acidity lay a strip of blue litmus paper on the bottom
of a tumbler; add a sample of the soil, and enough water to make the
whole very moist. Leave for a day. If the paper shows any trace of
pink colour the soil is acid. Pupils should test soils from a great variety
of sources, especially the black soils from swamps, peat bogs, and woods.

Experiment ij. Arrange several boxes filled with sand, clay, humus,
and loam re.spectively. Water well and place in the hot sun. From
time to time test the temperature of each with a dairy or soil thermo-
meter.

Experiment 14 (a). Get two tin cans. Punch holes in the bottom
of A. Fill both with garden or field soil to within an inch of the top.
Add water quickly to B. Note the appearance of bubbles. Where do
they come from? Set A \n a. plate containing a little water and add
water quickly as in the case of B. The bubbles now appear at the
bottom. In undrained soil the water fills the spaces to the exclusion

64G THE SCHOOL

of the air and poor growth results. When there 's an iinderdrain, not
onh- are spaces left for the air, but at each rain the descending water
pusiies out the old air into the drain and the "suction" from below
causes fresh air to enter.

(b) Plant corn, beans, oats, and barley in drained and also in
undrained boxes. Water freely and note the difference in the rate of
growth colour of leaves, general vigour, and root development of the
plants Test the temperature of each.

The advantages of the experimental treatment of such a topic as this
are:

(1) The pupils are taught the principles that underlie farm work.
Farming is not mere drudgery that any dunce may succeed in doing by
some rule of thumb.

(2) They are taught to dig out knowledge for themselves by
patient investigation and accurate observation.

(3) After the teacher has shown the method, a large amount of
work can be carried on without her supervision. Thus the "problem of
the unemployed" in the rural school is made less difficult.

A Larger Administrative Unit for Rural Schools

• G. FRED. Mc.NALLY, M.A

Principal, Normal School, Camrose.

THOUGHTFUL persons everywhere to-day are examining as never
before the causes to which they disburse their incomes, and at the
same time are scrutinizing carefully the returns accruing from
these disbursements. Farmers and rural folk generally are no exception
to the rule in this matter. One expenditure in Canada which is being
closely scanned is that involved in the provision of rural education.
The farmer finds the cost per pupil per class hour in his district school
always as high as, often double and sometimes treble, that of the neigh-
bouring town. When he compares the two schools, however, in such
matters as days of operation per annum, experience and qualification
of the teachers, supervision of the work of both pupils and teachers,
instruction in special subjects, character and equipment of school
buildings, permanence of teaching staff, and opportunities for ad-
vanced work by the pupils, he is forced to the conclusion that he is not
getting value for his money.

Li his particular district there are but* ten children to attend the
school. The annual budget of the district is about $L200.00. This
represents an investment of $120.00 per year per pupil but the percentage

I

ADMINISTRATIVE UNIT FOR RURAL SCHOOLS 647

«
of attendance for the last year was but slightly over sixty. That is,

for less than two-thirds of a year's school work he is compelled to pay

over one hundred dollars per year per pupil. It is not surprising then

that rural people are demanding such changes either in organization or

administration as will insure a better return for the money expended.

In the Province of Alberta there are approximately 3,000 school
districts. This represents an army of trustees, probably exceeding ten
thousand men and women. Many of these are excellent people, whole-
heartedly interested in education. Many more are quite ignorant of
the duties and responsibilities pertaining to the office of school trustee,
and others have sought and obtained the office of school trustee because
they are known to be in favour of the minimum school term and a tax
which does not exceed ten dollars on the quarter-section. One board
in this year of grace proposes to re-open its school for the year on May
first, continue until June thirtieth, re-open again September first and
continue in operation all the rest of the year. The board gave this explan-
ation of its curtailment of the children's rights; that the weather was too
cold to operate the school during January and February, a teacher could
not be secured during March and April, and school must be closed during .
July and August because the children are needed at home. When it was
pointed out that at least fifteen of the children were in the junior grades
and so quite useless at home, the reply was that the district, could not
afford to keep the school in operation for just these youngsters. During
the past ten years not one pupil has tried the High School Entrance
examination from this district, and a survey of the young people of the
neighbourhood reveals an average school attainment of Grade V. For-
tunately, there is machinery to prevent this board from robbing these
children to quite the extent proposed.

In addition to being expensive and frequently inefficient, the district
system is inconsistent, short-sighted, unprogressive, and penurious.
It leads to the multiplication of small and frequently inefficient schools.
It leads to great irregularities in educational advantages and is to-day
the most serious obstacle to consolidation. To have a fully organized
board of trustees for every district school^r-that is a corporate body with
impcjrtant financial and educational powers — seems in the light of
experience in municipal government entirely unnecessary. The great
need of the country to-day is such a reorganization of rural social insti-
tutions as will make life on the farm permanent and satisfying. The
business of reorganization should begin with the rural school and the
rural church.

In looking about for a letter scheme of organization from an adminis-
trative standpoint, we are not without experience. In our towns and
cities the school districts are usually co-terminous with the municipalities,

648 THE SCHOOL

trustees are elected at large and the schools are for the most part efficient.
It is frequently maintained that in these towns and cities a brighter
type of citizen is secured for service on the school board than on the
council. However that may be, the boards of the towns and cities appear
to be, on the whole, intelligent, far-sighted men, with some vision of the
importance of the work entrusted to their hands.

In Alberta and Saskatchewan the unit of administration of public
affairs is the municipality. There are no counties, as in the Eastern
Provinces. This municipality is an area consisting of nine townships —
eighteen by eighteen miles. Municipalities are uniform in size and
shape, and are quite accustomed to choosing a council from the municipal
area at large. What more natural than that all the business of education
in this municipality be the care of one municipal school board chosen
at the same time and in the same way as the members of the municipal
council? The average municipality contains from sixteen to twenty
schools. This would mean the substitution of a board of, say, five
members for a group of from fifty to sixty people. Judging from the
experience of the towns and cities, this would result in the practical
elimination of the unfit, the indifferent, and the self-seeker, at the hands
of whom we have all suffered too long.

The care and management of such a system of schools would appeal
to the better business men of the community as a man-sized job. Those
really interested in education and willing to study the problem would
be elected as trustees. The element of emulation between municipalities
would be a factor and a much greater interest in education would be
taken by everybody. The first improvement in administration would be
the establishment of a municipal school, board office with a trained man
in charge of it. There would be regular meetings of the board and
a business-like adniinistration. Instead of teachers being dependent
on the government grant for the balance of salary due them, and being
compelled to wait from four to six months, the salary cheque would be
in the mail regularly on the last day of the month.

The second advantage of such an organization would be the saving
effected in operation, cost of supplies, and provision for adequate build-
ings. At present there are being operated in the country many schools
with an enrolment of ten pupils or fewer. With a large administrative
unit such schools might be closed and waste eliminated. The pupils •
in these schools could be cared for in some other way, such as the con-
solidation of two or more of these districts. In addition to being more
sanely economical, the proposed plan would provide a better type of
education for the child.

The larger unit would also have a tendency to equalize the burden
of support and so the length of school terms and, lastly, the quality

ADMINISTRATIVE UNIT FOR RURAL SCHOOLS 649

of instruction. In this way the stronger parts of the municipality would
help (as they should do) those not so favourably situated and through
this community co-operaticn all would have the advantage of greater
school facilities.

There is no doubt that the district system hinders the progress
of the movement for consolidation. When one considers that from nine
to eighteen school ofificials have to agree on a policy for the larger unit
it is quite remarkablie that any progress at all has been made. Any
board having in charge all the schools in the municipality would be in a
position to unite such as could be served in other ways more readily and
to provide for transportation. In the matter of supervision, too, the
larger unit as illustrated in the town and city greatly excels. In fact
one of the great reasons why the rural schools are so far behind and the
teachers so anxious to escape from the country is the inadequacy of the
supervision. With the municipal unit it would be possible for the board
to use a supervising principal who would spend half his time in the other
schools, or for two or three municipalities to join in securing a superin-
tendent whose powers and duties would be similar to those of a well-
organized town or city system.

In the last place, if municipal or rural High Schools are ever to be
organized so that the rural pupils may have something like the oppor-
tunity enjoyed by those in the towns, there must be a larger unit. The
organizations of such schools under the district system would be an
impossibility. Summing up, then,^ it would seem that the larger unit
of administration would make possible a more business-like adminis-
tration of the school affairs of the community, including a considerable
saving in costs of supplies, operation, etc., an equalization of the burden
.of the support of education, with a consequent approach towards equal-
ization of educational opportunity, would facilitate consolidation and
bring about a more effective type of supervision.

H. W. Foght, specialist in rural school practice of the United States
Bureau of Education has recently completed a survey of the rural schools
of Saskatchewan. He recommends the disestablishment of all school
districts as now organized (other than organized village and town
districts — and the re-establishment of all schools lying wholly or in part
within each rural municipality as one single municipal school district.
An organization of one municipal board of education together with
custodians for each school in the municipality is advocated instead of the
present system of trustees.

Commissioner Claxton of the United States Bureau of Education
says: "My own ob.servations and careful studies by the Bureau show
conclusively that the larger unit of organization is more effective than

650 THE SCHOOL

the smaller unit and that the passing from the smaller to the larger unit
always results in an increase of efficiency in the school system".

The President of the N.E.A. says: "The forward-looking States are
rapidly discarding the district system. It is outworn in practice and
valueless in principle, and the larger unit of administration and taxation
has already won the universal commendation of thinking people".

One other quotation — this from Superintendent Schaeffer of Penn-
sylvania— will show the general feeling with reference to the larger unit.
"The school districts into which a township is divided cannot be changed
as the population in rural districts changes. Under the township
system schools which are no longer needed can be closed and the pupils
transported to a central or consolidated school where better grading
and better teaching become possible. The States which have had a
larger unit of administration say that the township or county would be
longer go back to the old district system."

It is getting to be a common thing in some parts of this country
to have delegations waiting on the government to press their claims
for increased State aid for schools. Every year finds increasing adminis-
trative heeds, an increased number of schools in operation, and larger
schedules of grants for those now organized because of longer school
terms. All these mean increased demands on the Provincial revenues,
'which are not expanding very rapidly in these times. Some day perhaps
we shall use the Pro^ ince as a unit of taxation for the raising of our
school funds. When that day comes we shall be in a position to expend
in grants just as much as we are willing to raise by our educational tax.
In Alberta this year we are raising our contribution to the Patriotic Fund
of approximately one million dollars in this manner and scarcely knowing
that we are doing it. If all the money being raised for education in this.
Province this year were in a common fund and expended where it would
do the most good, the results would probably be double those which will
actually be realized. When this time comes, poor outlying districts
will be able to .secure a teacher and inaintain a school in some sense
comparable to that of their more fortunately located fellow-citizens.
Then our apportionment of State aid will be strictly on the basis of need
and \ve shall have something of that much-talked-of but never-realized
equality of opportunity.

Tommy (to Jock, on leave) — "What about the lingo? Suppose you want to say
' ogg ' over there, what do you say ? "

Jock — "Ye juist say 'Oof.'"

Tommy — " But suppose you want two?"

Jock — "Ye say 'Twa oofs," and the silly auld fule gies ye three, and ye juist gie
her back one. Man, it's an awfu' easy language. — Glasgow Herald.

Grammar Study in Public Scliools

WM. E. HAY, B.A.,

Superintendent of Schools, Medicine Hat

VKRY few pupils in the intermediate or senior grades in the elemen-
tary school like the study of grammar; very few teachers
find grammar as prescribed in the Course of Study a subject
easy to teach. There are some inspectors of classroom work who believe
that, as a rule, pupils dislike this subject because it is poorly taught.
Teachers claim they fail to teach the subject well because they cannot
awaken the pupil's interest in it. So it is and so it has been for many
years; something is wrong somewhere.

It is undoubtedly true that, in the cases of many teachers, failure
to teach well may be accounted for by the superficiality of their thought
and investigation respecting the what, the how and the why of the work
in hand; and that, in the cases of others, it may be due to the lack of
careful and sufficient preparation of each day's lesson. Still it must be
admitted that there are a great many conscientious, studious, thoughtful,
painstaking teachers who cannot fairly be charged with these or any
other shortccmings but who, nevertheless, have to confess that they have
little or no success in teaching grammar. Nor does the confession on the
part of these, that they fail to awaken the pupils' interest in grammar,
suggest that the solution of our problem exists in a natural apathy on
the part of the pupils. Children enrolled as pupils of classes in our
schools are sane and, therefore, teachable. Involved in the teachable-
ness of pupils to be taught is, however, an essential to all successful
teaching, viz., an agreement between subject-matter chosen as a means
of education and the stage of mental development of the learner. In the
existence of this agreement lies the secret of successful teaching. If this
secret is known, appreciated, and taken advantage of, satisfactory results
may be obtained even in the case of the teacher of average ability working
with a cla.ss of backward pupils The nature of the subject-matter
chosen must be suitable. That grammar, more than any other subject
on the course, is supposed to have inherent difficulties that make it
distinctively unpopular in the classroom is due largely, if not altogether
to the fact that, while the aim of grammar teaching in the elementary
.schools is psychologically suitable and interestingly practical, the subject-
matter of the prescribed course in grammar is not at all in agreement
with this aim.

The subject-matter chosen for the introduction of grammar study
in the grades should be of such a nature that it will serve as the best

[631 1

652 THE SCHOOL

material wherewith to exercise the child's language power, it being under-
stood that the exercise given must be in accordance with the opportunity
which the earlier stages of development of such power offer the educator
and with an aim sufficiently practical for the child.

It is not difficult for the teacher in conducting the oral or written
language lessons to make such references to the children's expression of
thought as will awaken a conscious realization of possession of language
power. A definite step towards teaching grammar is taken when the
children are brought to reflect, as best they can, upon the fact that, in
expressing themselves, they not only choose certain suitable words from
their vocabulary but also prefer the certain order in which they have the
words grouped or arranged. The intelligence of pupils of the age of nine
or ten years is sufficient to enable them to see at once that words and
word-groups have certain works to do, and further, that arrangement
has an important part to play in getting satisfactory service from the
words chosen.

For the child who has been reading written compositions for two
or three years the word-group most easily recognizable as a unit of
expression is the simple sentence. This unit stands out upon the
printed page, definitely set off with characteristic markings. Then, too
from the very beginning of the child's school career the development
of "the sentence sense" has been the chief aim of the teacher in all the
oral and written composition work through the primary grades. The
keen perception natural to children of nine or ten years, if called into
play, will be found sufficient for their discovery of the value of the change
in order of words as such occurs in the different kinds of simple sentences.
The characteristics of each of the three forms of expression as in :
"The songs of the birds are sweet.
Are the songs of the birds sweet?
How sweet the songs of the birds are!
are readily observed and noted. It is not important that the teacher
label with names these three different forms. The teacher's aim in
referring to these forms should not be to have them distinguished as
different kinds of sentences but rather to reveal the fact that adequate
expression of thought and feeling is partially made possible in the
arrangement given the words in the sentence word-group. It is impor-
tant, though, that proper conditions for conscious exercise of language
power be supplied in requiring the children purposely to use the sentence
word-group in each of these forms, to change one form to another,
reflecting upon the nature of alteration made and the effect produced.

After some time has been spent with the'very simple sentence as the
elementary unit of expression, exercises in the combination of simple
sentences may he given to reveal the use of this unit word-group as a part

GRAMMAR STUDY IN PUBLIC SCHOOLS 653

of a larger word-group. L'sed thus as a part, the unit loses its sentence-
markings, while the whole, which is a combination of like parts, is given
sentence-markings. The larger sentence is introduced, not to teach the
compound sentence in the belief that it is essential for the child to know
the different kirtds of sentences classified according to structure, but
rather because it provides suitable material with which to exercise the
child's faculties in the mental process of analysis.

The children should have much practice in analysis and synthesis of
easy compound sentences, the three forms — assertive, interrogative and
exclamatorv' — being used, also, perhaps, the imperative. The ability
to analyze readily and intelligently is one thing needful if progress in
elementary grammar study is to be satisfactory. Care should be taken
to have associated with the exercise of the child's ability to analyze a
practical aim for each exercise. He must realize a gain in expression of
thought in having two or three successive small statements, questions
or commands, as the case may be, instead of one excessively long state-
ment or command; or, vice versa, a gain in having a combination instead
of a series of similar short statements one following the other. If
composition work is of the right kind and quality, the children's judgment
respecting this grammatical point of compound sentence versus a series
of simple sentences will be fairly reliable.

A greater satisfaction in the exercise of ability to analyze, to vary
arrangement, and to make different syntheses comes to the child when,
later, his efforts are directed upon the constituent part instead of the
whole. So considered, our unit of expression is no longer termed
'sentence' but the constituent part of a sentence, or clause, and should
be presented for analysis without sentence markings. Formal teaching
of subject and predicate parts should not be uppermost in the teacher's
mind in having the child proceed with the analysis of the clause. If
e.xercises are well-graded and made suitable to development of the word-
group sense, the children will easily discover the two constituent parts
of the clause. If questioning on the teacher's part is at all carefully and
skilfully used to guide the children's exercise of ability to analyze, they
will readily distinguish enlargement part of subject from main part or
enlargement from main part of predicate.

The scope for purposeful exercise of language power is, at this
stage of progress, greatly increa.sed. Children may become very much
interested in the possibilities for enjoyment existing in transposing
the enlargement portions (modifying words or word-groups) occurring
in subject part or predicate part. Here again the correlation that may,
and should, exist between grammar and composition is very evident.
In the grades of the elementary school up to Grade VIII, grammar study
should always have definite reference to language or composition work.

654 THE SCHOOL

The treatment of enlargements in these re-arrangements prepares the
way for some dealing with the functions of words occurring singly or in
groups in expression of thought. A few good questions will generally
bring the characteristic function easily within the mental grasp of the
children. Interesting exercises, valuable alike for composition work
and grammar study, may be given involving changes in expression of
thought by addition, removal, or transposition of enlargement portions
of subject, or predicate, or both. It would, of course, be all the better
if the teacher is thoughtful and energetic enough to select all the material
for such exercises /row the children's own compositions in oral or written
language work. If such is the case, children realize that grammar has
some definite relation to their own talking and writing, that grammar
study has a real, practical, ever\'-day, present value. And this is the
present-day aim in teaching grammar in our public or elementary schools.

The analysis of predicate will give rise to the necessity of making a
distinction between what is to be found therein as the essential portion
and what is simply accessory — in other words, between what is included
as 'complement' portion and what is included as 'modifier' portion.
Involved in the distinguishing of the functions of these predicate parts
is a fairly close study of word and word-group relationships.

It is an open question whether there might not be quite enough
included, supposing wfe make this a limit for grammar study in elemen-
tary schools up to and including Grade VII. This would mean a post-
ponement of pupils' study of inflection of parts of speech until they
entered Grade VIII. The useless, aggravating drill on classification and
sub-classification of parts of speech could also be omitted without any
very harmful results.

The normal child finds delight in the exercise of developing powers;
the successful educator is careful, however, in choosing subject-matter
with which to put these powers to the test not to subject them to too
great exertion. Teachers do well to proceed slowly in using grammar
study as ar means of education, to wait for development of powers. A
much more developed power is required to comprehend varieties of the
one kind of grammatical function than to distinguish one function from
another. There is danger of failing to accomplish the better aim in
teaching of grammar by requiring attention to fine points of distinction,
as is often necessary in sub-classification of the grammatical functions of
words. The more important grammatical relationship of words or
word-groups one to the other are suggested in discussions relative to the
more important grammatical functions. Anything more than just
a general dealing with this phase of grammtir study should be avoided
until the mental powers of the child are strong enough to work upon that
which is abstract. Grammatical function and relationship of words or

USES OF A PROJECTION LANTERN 655

word-groups, if dealt with generally, affords ample scope for giving the
children of the elementary school a valuable and enjoyable training in the
grammar study that counts, — in grammar study that is in harmony with
the present-day aim, viz., to quicken the children's desire for a profitable
exercise of their language power that it may function as it should in
ever^'-day speaking and writing. The greater part of the confusion that
is so commonly e.xperienced by pupils in grammar classes of the elemen-
tary school grades is due to the teacher's untimely introduction of an
exhaustive study of grammatical relationships -of words and of their
corresponding inflections. There is much that is at present included in
the course of grammar study prescribed for Grades VI and VII that
could profitably be omitted until some definite demand for it may arise
later, when a close study of syntax and inflection is necessary as a
preparation for successful foreign-language study. It could nearly all be
taken out of the course for Grade VI and Grade VII and distributed
through the courses for Grades VIII and IX, where it properly belongs.

Uses of a Projection Lantern

W. C. RICHARDS,

Principal, Normal Practice School, Calgary

OUR school lantern is one of the kind that may be used to project
pictures from books, or to show slides.
It has two main uses: (1) as a help in preparing work, and
(2) as a help in the presentation of material.

/. As a help in Preparing Work.

(a) In history and geography it may be used to throw on the
blackboard maps of countries; then the outline and the detail of the
maps are easily traced with chalk. The results are immediate and
very satisfactory'.

(b) In art, when a complicated design is to be illustrated hur-
riedly and is also to be accurately drawn, the design in question is placed
on the projection plate of the lantern and in a very short time it can be
traced on the blackboard or on a large sheet of drawing paper. Such
things as Egyptian, Greek and Roman decorations can be quickly and
accurately illustrated in this way.

656 THE SCHOOL

//. As a help in the presentation of material.

(a) In arithmetic the pupils' solutions of problems may be
compared and quickly and conveniently criticized. Pictures of notes,
drafts, etc., may be shown.

{b) In both literature and history many pictures may be shown
that bear on the topic in hand. If one wishes to look around for these
pictures many can be found that are of very great interest and assistance
to the pupils.

(r) In civics, pictures of public buildings and public works may
be shown to great advantage. When teaching the Dominion Govern-
ment a few pictures of the Parliament Buildings and of the House of
Commons in session may be shown. The speaker, the clerk, and other
officers of the House may be pointed out. Pictures of prominent men
connected with the Government form part of the lesson.

{d) The. lantern may be used to show many pictures bearing
on the subject of nature study. During class tours pictures may be taken
of the objects studied and these later thrown on the screen in the class-
room.

(e) Even in the teaching of agriculture the lantern has its uses
as an aid in illustrating such things as farm implements and farm opera-
tions, grains, grasses, and breeds of stock.

(/) In geography the lantern is of great use in giving the pupils
concrete and definite impressions of the subject. Foreign countries and
peoples — their homes and their industries and products — the vegetation
and animals of the world, are all made real to the pupils.

(g) In hygiene, pictures may be obtained to cover almost every
phase of the subject. Given a camera and a lantern, one can teach
pictorially the civic hygiene of any city, town, or village.

(/?) Slides may be obtained from the Extension Department,
University of Alberta, on such topics as "A Thousand Miles up the
Congo," as well as on difTerent phases of the war, and these are inter-
esting and helpful to any class.

In fact, the teacher finds new uses for the lantern all the time.
The cost of ours was about $50.00. Teachers interested in securing
a lantern should write to the Extension Department of the University for
full particulars as to its cost and operation.

A teacher had been holding forth on the three great divisions of nature — the animal:
the vegetable and the mineral. When she had finished she put this question: "Who
can tell me what is the highest form of animal life? "

A little girl bounced from her seat and with the certainty of being right, exclaimed,
"The giraffe, mum."

Primary Department

CiREKNBUSH SCHOOL, S.S. No. 1, LiMKRICK, StEENIUKG, ONTARIO.

Teacher — Miss Johnina Ulman.

Send in a "snapshot" of your school for reproduction on this page.

[Tub School undertakes to answer promptly, by letter, all reasonable questions,
if correspondents enclose stamped, addressed envelope. When this condition is not
met, answers are given on this page as soon as space permits.)

1^ t(

Correspondence

Miss E. I. Bennett of Lathom, Alberta, writes as follows: "Some
eaders of the Primary Department of The School may be interested
to know that sticks for the use of primary pupils in their stick-laying
may be made by cutting off the heads of a box or two of matches. These
sticks are then coloured. I did this and found that the little ones were
delighted to make use of them when writing or laying the various com-
binations".

Primary Number Work

{Continued from the April number.)

FLORENCE M. CHRISTIANSON,
Niagara Falls South

ABOUT the middle of November the class that entered school in
September showed such proficiency in their number-work that
it seemed time to introduce adddition with "carrying". Before
Christmas they were doing problems like these:

431 234 243 343

325 434 434 233

244 523 523 432

[6571

658 THE SCHOOL

Pointing to the digits in right-hand row the child says '"9, 10".
This 10 is set down somewhere near the lower edge of the blackboard.
Then say, "We take the 0 and place it below the line, being careful to
have it just under the 4; and, before we transfer it up to its place, we
erase it from its original position, and that leaves the "one" or tens
figure. Then it will not do to throw the "one" away and so we just
add it on the next row of figures or, as we say, "we carry it". Do not
permit the child to stick a little figure "one" above the line in the tens
column. He learns just as easily to add it in and it is a bit of mental
exercise to see it in his mind rather than on the blackboard; also, it makes
a neater sum.

Then, as we run up the addends and get each result, this result is
written as before and the children are asked, "What figure do we write
down?" "The righ^-hand one". "Show me your right hand? Point
to the figure I should write? Who will move it up to its place?" A
child comes forward, erases the unit figure, and replaces it in its proper
place in the problem. "W^hat is left?" "One." "W'hat shall we do
with that?"

W^e work at these problems from time to time and when they seem,
able to do this work alone, the answers are erased from the problems
we have just completed and the children do them again for seat-work.
We get fair results from the beginning. A teacher need not write new
problems every time. Problems made by changing a figure here and
there become new and serve every purpose.

When accuracy and speed have been attained, introduce 6 and,
later, the other digits. By the end of May last year my pupils were able
to work problems of which the following are types:

24701402 1234567 64500410

2 2 2

To these the answers were put down as fast as they could write.
In from ten to twelve weeks substraction is introduced.

First Step. Spread out neatly near the edge of the top of the desk
(so that each child can see when standing in class) 6 splints (because
so easy to handle) and ask how many there are. 6.

Then remove 2 splints. "How many were taken away?" 2.
".And how many were there at first?" 6. "Then, how many are left?"
4.

The 6 splints are replaced. Remove one and ask the questions again.
Repeat many times, each time removing a' different number of splints,
and getting answer to the questions each time. If a child hesitates, go
through the operation again and let him actually count the splints.

PRIMARY NUMBER WORK 659

Then state the operation, "6 minus 2 leaves 4". Repeat operations,
getting the statement each time it is performed. When we have learned
6, we take 5, then 4, etc., until we deal with each digit. Then some day,
after considerable skill is developed, the suggestion is made, " Let us see
how these would look on the blackboard." The small lines are placed
in a row on the blackboard, using 6 as the subtrahend.

6 6 6 6 6 6 6
(F) -4 -2 -0 -1 -5 -3 -6

Then ask, "Four from six leaves how many?" 2. Then show how to
write it. How important it is to have the little line (minus sign) exactly
in front of the number we wish to take away. "Who would like to
write —2 under the next 6?" Children volunteer. —0? and so with
the rest, always calling upon the child who is not so ready and getting
him to tr>-. Soon all see how to do it, and so we get the table at (F).
"Let us read them." Point to each combination and have pupils read
6 minus 4 leaves 2, etc. Drill singly and in concert. Another time make
the table on the board, supplying answers, and point and read again.
In due course erase answers and have the pupils reproduce the table
for seat work, finding answers.

NOTKS.

The symbol cards are 4x6 inches and are made from fairly heavy
card-board. The symbol or figure is written on one side with India ink
or Crayola. The outline of the symbol is large and distinct and we have
several cards for the same symbol.

The best "counters" seem to be horse-chestnuts. Rows of noble old
trees line our street and the children gather our supplies during September
while they can take the nuts out of their novel, prickly burrs. These
nuts at this time are a beautiful brown colour and, since they are not
mature, their interiors shrink up greatly and that produces a delightful
corrugation on their exteriors. This insures their remaining in any
position and enhances their value for our purpose.

We like them because they are large, new, clean and pleasant to
handle. Each child has a paper match-box full of them for use at his
desk or blackboard. And near the teacher's desk is a large box from
which all pupils get supplies during the class recitation.

We use slates, too. A slate has its place in the schoolroom. Ours art
red-bordered ones, about 12 x 18 inches in size. A slate is useful because
it presents a rigid writing surface. After a child has been sitting in his
seat, he can come up to the teacher's desk for a change, and stand and
hold his slate while performing various operations in class. Each child
provides himself with an empty ink-bottle with a secure cork. In the

660 THE SCHOOL

bottle we keep "iP/o carbolic solution for cleaning the slate; this is effected
with a clean cloth.

Another good point in favour of the slate is the ease with which we
can get rid of bad work. It is not good to look at badly-done work.
In a scribbler it is preserved and always has its effect on the eye even
though the child is unconscious of this. On the slate it can be obliterated
instantly and copies may be multiplied indefinitely.

Each pupil has a ruler from the beginning. He learns to make
straight lines. All the rulers should be similarly divided. A little talk
about its use, the kind of wood used in its construction, checking off its
divisions, etc., gets the children interested and simple practice in measur-
ing various articles in the room leads to a further acquaintance with it.

On a side wall near the rear of our room we have ten feet of black-
board; this the children are at liberty to use at any time during inter-
mission. Here some of the more clever ones teach their school-mates.
It is generally individual teaching and is a boon to those that are a little
backward. These "pupil-teachers" do yeoman service in drilling their
fellows and they benefit themselves as well. Reading, spelling, number-
work, and writing receive about equal attention. It is interesting to sit
down sometimes at a little distance with a book, not to read, but to
hear the youngsters. Then I see myself as a teacher! There will be no
dearth of teachers for many years to come, for I have a whole army of
little folk who are going to be teachers when grown up. One little girl
in a moment of confidence told me, "I wish I were a teacher just like you.
I would like nothing better."

Industrial Arts in the Kindergarten and Primary

ETHliL M. HALL,
Kindergarten-Primary Form, Ryerson Public Scliool, Toronto

"If thou would'st view Melrose aright.
Go visit it by pale moon light,"
sang Scott in his Lay of the Last Minstrel.

The witchery of the moon beams falling upon the ancient arches with
their lace-like carvings is beyond description.

Who wrought this lace work in stone? "Architects of a day when
even the meanest articles of domestic utility — cups and platters, door
panels and chimney pieces, coverlets for b<!ds and lids for linen chests,
had a wealth of artistic invention lavished upon them by '"nnumerable
craftsmen, no less skilled in technical details than distinguished by real

PRIMARY NUMBER WORK 661

taste. At a period between the thirteenth and seventeenth centuries
whole nations seemed to have been endowed with an instinct for the
beautiful, and with a capacity for producing it in every conceivable
form."

What caused the reaction? Look at the inartistic architecture of
to-day! View our cities, towns, and villages with their crude buildings,
their streets lined with telephone poles and strung with wires and ugly-
signs! What has become of the art and architecture of the past?

The great industrial institutions, with their throbbing machinery,
have made individual handwork unnecessary. In the centuries which
followed the industrial revolution, men forgot how to car\e delicate
patterns in stone and wood; they forgot how to weave exquisite fabrics
and colour them harmoniously.

In the nineteenth century Ruskin raised a cry of alarm. In his
lectures and writings he endeavoured to bring back a love for the beau-
tiful. Years have passied since Ruskin raised his protest against the ugly
and preached his " Religion of Beauty", yet we have not advanced very
far. Where must we begin to instil a love of beauty and artistic taste
in the nation? As soon as the child enters school.

The traditions of ancient art were handed down from father to son
and from master-workman to apprentice. The beautiful fresco was that
piece of work which raised the apprentice to master- workman and caused
him to be recognized as such. Dr. Sykes says: "That was his examina-
tion and his thesis for his degree as master of his art."

But work upon which many years were spent can now be done by
machinery in as many days. Haste, poor material, inartistic pattern,
and colouring have developed ugliness in place of beauty. The hand of
the individual workman has lost its cunning. During recent years,
industrial art schools have been instituted throughout Elurope for
specialization in this work. Work in wood and brass, in textiles and
clay, in bronze and silver, engraving, decorating, stucco and marble
work, design in pottery and textiles, printing, photography, glass stain-
ing, bookbinding, decorative design for letters, illustrations for carpets
and linoleum, etching, die-cutting, embossing, and every form of in-
dustrial and fine arts is carried on in these schools.

Through our schools we can get a measure of art interest and art
faculty back. There seems to be a wide difference of opinion in regard
to art. Art is beauty, order, form. Art is harmony and must affect
the nerves as a strain of music would affect them. "In teaching any
form of art we must have a standard worthy of a life-time of endeavour."
"Art is not merely the expression of life; it is rhythm, order, quality and
harmony." How shall we teach it so as to relate it to all life and the
demands of industrial life? "Through design — liecause it is built upon

662 THE SCHOOL

an inherent human desire for choosing the beautiful — the desire to make
something look well whether the work be a machine or a painting. Tliis
aim brings order out of anarchy; it gives a definite reason for drawing
from nature, for studying arrangement, proportion, line, and colour!
Express life, but do it through the terms of harmony of design." Design
furnishes rhythmic patterns not merely for decorative arrangement l)ut
for seeing and interpreting and expressing new ideas.

The relation of art to life and the creating of desire for harmon>' in
environment is the end of all artistic effort, whether in fine arts or
industrial arts. The sooner we begin to create a love for beauty. and
harmony in the youngest children, the sooner will our nation rise to
appreciation of the fine.

"Methods of instruction are valuable, but a-sthetic appreciation
is contagious. If we have a genuine love for that which is beautiful
ourselves, it tends to awaken a similar emotion in the children with
whom we come in contact."

Hand work belongs to the realm of art. It is intimate and personal
in character and is a question of individual adjustment. It demands a
creative atmosphere and does not. thrive under the strict silence of the
ordinary school period. Joyous human relationships must surround the
work done with the hands. The children should be allowed and en-
couraged to lend a hand. The child who can show his work to his neigh-
bour and get his approval knows the joy of the true craftsman. "The
concrete evidence of power will flow over into other lines of effort."

Originality of expression is the aim of industrial art, but originality
is not ready-made. It is the result of long experience and an accom-
panying increase of technicjue. There should be as definite a relation
between the supply and demand of technique in industrial art as there
is between the demand and supply of any commodity. Industrial art is
not to be judged by the technical results obtained, but by the knowledge
the child has gained of the uses and possibilities of the material. Do not
give the child a lot of characterless objects to make. The standard of
industrial arts should be use, beauty, or both. Keep the work close to
the lives of the pupils. Let them make wagons, paper dolls, dresses,
hats, table mats, rugs, carpets, blankets, furniture, dishes, houses,
baskets; let them model \ases and jars and household utensils. Allow
them to illustrate their nursery rhymes, their literature lessons and the
characters in their stories. Make the story, people, and places live
by means of graphic illustration. While they are weaving read to them
Longfellow's Spinning Song. If you are fortunate enough to possess a
gramaphone, put on the 'Song' and let them work to the musical rhythm.

Guide the work in industrial art, but allow the pupils some oppor-
tunity to suggest how to make an object and to discuss ways and means.

PRIMARY NUMBER WORK 663

Give the child one step and let him think out the next. A repetition of
known processes is deadening give him credit for some memory.

The moral effect of industrial art in the kindergarten-primary is
apparent. "The child's ideas and thoughts become tangibly visible.
Hand-work must be true and clear to be worth while. A mistake in the
concrete cannot be hidden. It carries its results with it. The child who
works with his hands must think, deliberate, and stand by his con-
clusions".

Industrial art gives the child opportunity for efficiency in social
service. He is full of the desire to contribute something. If wisely
directed it enables the child to contribute things of beauty and value
and therefore creates social pride. "Exclusively intellectual effort is
subjective and incomplete, and may become selfish in its motive, but
work with the hands is altruistic, objective and humanizing". Almost
every child is impelled by a desire to experiment with his hands, to
materialize his desires by the help of simple tools. Genuine thinking is
stimulated when the industrial project is directly and immediately
related to the child's needs.

The great end to be gained is the educational value of the work and
not the commercial value. Toys, baskets, and articles made can be
bought for a few cents, but the reasoning, judgment, control, originality,
accuracy, self-forgetfulness and power developed, cannot be purchased.
Dr. Francis W. Parker has said: "It is impossible to do all-sided educa-
tional work without training in hand-work. Industrial art is the most
important factor in primary education and it remains a prominent factor
in all education."

Dr. Dewey says: "The child impulse to do finds expression first in
play, in movement, gesture and make-believe, becomes more definite and
seeks outlet in shaping material into tangible forms of permanent em-
bodiment." Again he says: "The child who employs his hands intelli-
gently in the school-rorm, in due proportion, is satisfying one of the
most pov\erful interests within him. He is cheerful; he is the picture of
health, and his best emotions and impulses are easily kept active."

"F^very task, however simple,
.Sets the soul that does it, free".

Writing of children, Longfellow said :

"Ye are better than all the ballaiis
That ever were sung or said,
For ye are living poems,
And all the rest are dead."

We may not agree that poetry is dead, but we can make it live for
the children by having them illustrate their lessons in literature. When
so much is made of vizualization in reading, why not carry it on into the

664 THE SCHOOL

broader realm of literature? Not all poems .admit of illustration, but
many of them do. A great many nursery rhymes are especially suitable
for visual expression, as are also many of the lessons in t^e primer and
several of the songs and stories used in primary classes.
"The things a child can make

May crude and worthless be;

It is his impulse to create

Should gladden thee".

Rainfall of Australia

JOHN B. BRENNAN, B.A.,
Principal, Ryerson Public Scliool, Toronto

(In the December issue there appeared the outline of a method of teaching the
geography of a continent from the rainfall map. This article gives an application of
the method to the geography of Australia.)
Notice :

1. The surface features of Australia comprise three main divisions:

(a) On the east there is the Great Dividing Range which stretches
continuously from Bass Strait to Cape York Peninsula.

{h) A central plain right across the continent from the Gulf of
Carpentaria to the extreme south.

(c) On the west, the Western Plateau, a fairh- level tableland
about 1,000 feet above sea-level.

2. The western part of the south coast is an almost unbroken wall
of rock. For nearly 1,000 miles this part of the coast-line is unbroken
by a river flowing into the sea.

3. The greater part of Australia lies within the tropics.

4. The prevailing winds are the south-east trade winds and the north-
westerlies.

5. The north and north-western parts of the continent are affected
by the northwest monsoons.

Most of Australia lies directly in the path of the south-east trade
winds. These winds bring a plentiful supply of rain to the east coast but
as most of their moisture is precipitated on the east side of the Great
Dividing Range, they reach the interior as dry winds. Hence, much of
the interior is a desert. It might be expected that the winds from the
Cireat Australian Bight would carry rain to the desert, but they blow
from a cold sea to a warm land and thus their capacit>- for holding
moisture is increased.

RAINFALL IN AUSTRALIA

665

The north-westerlies deposit their moisture on the lands along the
Bass Strait, and on the south-west tip of the continent.

The north and north-west coasts are alternately very wet and very
dry on account of the coming and going of the north-west monsoons.

666 THE SCHOOL

The deficiency of rain over the greater part of Australia confines
agriculture to the edges of the plateaux and the coast-lands, but as sheep
pasture is less dependent upon rain than any other pasture, wool is the
greatest Australian product.

Note. — The December number of the National Geographic Magazine for the year
1916 is entirely devoted to Australia. This is a delightfully instructive dissertation
and should be read by every teacher of geography.

The War in the Air

(Continued from the April number).

J. O. CARLISLE, M.A.

University of Toronto Scliools

IN 1917 a Handley-Page, carrying six men, flew from London to Rome,
stopping only at Paris, Marseilles, Pisa, and Turin. Leaving
Rome it flew to a station in the Balkans whence it bombed Con-
stantinople. Italy has two good types, the caproni and the sia. Cap-
tain Laureati with a passenger flew a sia from Turin to London, 700
miles, in a little over seven hours. The new United States Liberty
plane is a standardised machine combining the best features of all
modern craft and it may be expected to be a valuable addition to our
fighting forces.

The deduction from this is that if the war lasts for another year all
European belligerent countries will find themselves attacked by big
bombing airplanes capable of carrying a ton or two of bombs apiece at a
speed of 100 miles an hour and of dropping them at least 250'miles from
their starting-place. This means an extending of the war area and the
bringing of nearly all the inhabitants of the belligerent countries into
direct contact with the trials of the war.

What then is the place of the airplane in this war? The famous
"they shall not pass" of the French before Verdun has crystallised
into a maxim for the whole western front. But, while there seems no
open road to Berlin on the ground, there are a thousand roads in the air.
But we must grope our way; the roads are uncharted; there is no encyclo-
pedia of information. We can collect all the known data; we can select
the best of engine, body, and propeller; and then comes the question:
"How are battles fought in the air?"

Two clas.ses of planes must be borne in mind — one, the heavy machine
for carrying bombs with heavy armament, designated as the two-seater;
the other class is the light, fast-fighting machine, always a one-seater.

THE WAR IN THE AIR

667

The fighting machine has two characteristics, speed and destructiveness.
Two-seaters are used for observing, for photographing, for spotting

TYPES OF MILITARY AEROPLANTES.
Th<: Bleriot Monoijlane used by France earlier in the War. 2. The Tailbe Monoplane used bv
Germany at the start of the war. 3. The Aviatik Tractor, a German high-powered biplane
i ^^a ^V?'- ^ British Reconnaissance Tractor, r,. The Twin-Motored Cauldron, used by the
£'■*"!;'■• This machine climbs very fast but is not very speedy B. The Vickers Pusher with Kun
/The French Nieuport Speed Scout--a highly successful type, with excellent speed and splendid
climb. 8. The Martinsyde Biplane, a typical British speed scout, H, British captive balloon
used for artillery observation. Note the ■■appendix" an open cylinder through which the wind
blows giving the craft stability.

From Mililary Aeroplanes by Grover ('. Uiening.

668

THE SCHOOL

artillery fire, and for bomb-dropping. These machines are ill-suited
to defend themselves against swifter enemy planes. A special guard of

SEVERAL MILITARY AEROPLANES.

which has proven to be an effective tvn^ % Tr^x'"^ i""**"' ""la^V d^'V German Tractor
Kunners in centre nacelle 4 The Vni^in" ^^ J''= Twin Tractor German Battleplane, with
British Scout used by the British ^'""" ''<■ guorre." a pusher gun|carrier. 5. The

From Mililary Aeroplanes by Grover C. Loening.

I

THE WAR IN THE AIR 669

fast fighters accompanies them on their trips, flying above, in front,
behind, and right and left. If an enemy squadron is encountered the
slow machines turn tail and make for safety. Aircraft have little to
fear from anti-aircraft guns on the earth — "useless as an archie" is a
pro\erb on the western front. An airplane moving 120 miles per hour
covers 175 feet each second. If it is 12,000 feet high a shell cannot reach
it under eight seconds. In this time it has darted 1,400 feet in any
direction it chooses. Hits by archies are rarer than hen's teeth.

As already stated, fighting planes mount one, two, or three machine
guns, generally fastened rigidly alongside the engine with converging
sight, thus cutting a deadly cone of fire in front of the machine. To cope
with such a craft a pilot must by skilful manoeuvring approach it from its
blind side in delivering the coup de grace. It is no surprise that the
Germans have broken another of their agreements at the Hague Con-
vention by firing explosive bullets from their aircraft machine-guns.

Bombing machines carry various types of projectiles, and bomb-
dropping like archieing is largely a matter of luck. A bomb dropped
from an airplane starts with a forward velocity equal to that of the plane.
If this velocity is ninety miles an hour, and the height is 10,000 feet,
the bomb will light 1,100 yards in front of the objective. This result is
modified by wind, cross-currents, and the amount the plane is off the
horizontal at the moment it releases the bomb. The gothas which
raided London used explosive bombs each containing 110 lbs. of trinitro-
toluol, the terrible TNT which wrecked Halifax. The bomb is cigar-
shaped with a percussion cap which explodes on contact. In the tail
isa .safety device which makes the bomb harmless until released; otherwise
if the pilot should land with a bump he would be "hoist by his own
petard "--the Germans think of nearly everything. Incendiary bombs
are pear-shaped and are made of an oil- and pitch-soaked hemp envelope
filled with thermit. One may get an idea of the intense heat developed
by this chemical from the fact that, if gasoline is poured on wet wood and
lighted it will burn, but will only slightly char the wood, while thermit
under similar circumstances will rompletei\' consume it. These bombs
weigh from 110 to 660 lbs.

Flying was introduced into the world as a thrilling sport after the
automobile began to pall. England, France, and America have found
it hard to disabuse themselves of this idea in meeting the Germans in the
air. This sporting spirit -this desire to "get a Boche" — has resulted
in the needless sacrifice by death or capture of hundreds of expensively-
trained aviators, not to mention the loss of their machines and the conse-
quent obtaining by the enemy of valuable secrets in airplane construction.

Seldom a day passes but we read in a daily paper a more or less inane
romment on the "cowardice'' of German airmen. The Allies hold the

670 THE SCHOOL

supremacy of the air; they never come over our lines; we have to seek
them far into their own territory; they never risk a battle unless they are
overpowering in numbers; their only kind of offensive is night raids; if
one does make an attack on a allied plane he swoops from the clouds firing
as he comes and then dives to safety, victorious or not, refusing further
combat. All these statements are in a measure quite true but it is to be
feared that the explanation is to be found in that malodorous phrase
"German efficiency" and not in the superficial and frothy "German
cowardice".

Boelke, the greatest and most sporting German airman, said in a
letter to his mother: " It has been said that German airmen never fly over
hostile lines. . As regards chasing machines that is true; but it should be
remembered that our fokkers have some features which we ought to keep
to ourselves and that our object is only to prevent hostile airplanes from
carrying out their observations".

This is an illuminating statement when the results of such methods
are analysed. As already mentioned, two valuable secrets fell into
German hands through the capturing of our airplanes: the device for
firing machine guns through the propeller and the Lewis gun.

The Outlook of January 30th, 1917, gives a most interesting summary
of aces in the belligerent air-services. An ace is a fighting pilot who has
brought down at least five hostile airplanes. The score is as follows.
Aces. Victories.
64 Germany 1093

2 Bulgaria-Turkey 28

1121 victories by 66 aces.

59 France 567

33 England 400

10 Italy 121

15 United States 22

5 Belgium 31

3 Russia 30

1,171 victories by 125 aces.
What is the significance of this summary? Sixty-six aces of Pan-
Germany have brought down 1,121 of our airplanes, while it has required
125 of our aces to bring down 1,171 German machines, that is, Germany
with half as many pilots almost equals our score. This may not be
palatable but it might be wholesome medicine at that.

Tlie Germans have accomplished this by standardising their
methods of air fighting as they standardize everything. Immelnian,
their first star, introduced the present /o/fe;feer*tactics; Boelke introduced
the group system; Schaefer introduced the idea of travelling in pairs,
one remaining aloft to guard against surprise, the other making a

DIARY OF THE WAR 671

single dive on his adversary. No German airman is a free lance. He
must fight according to rule; he must not go out "on his own".

In direct contrast with this methodical strategy, our air scouts have
been directed almost entirely by their own superior wits and splendid
nerve. Each morning they go aloft to do their shift of "ceiling work",
every one with a mind single "to get a Boche". It is to be noted that
since last autumn our pilots have become more sobered, are ceasing to
regard flying as a sport, and are making a grim business of it. This is
undoubtedly a good sign and means ultimate success, because the nerve
and resourcefulness of our pilots, tempered with system and proper
caution, will make them unbeatable.

Thus, looping the loop, side slips, tail spins, and nose dives have
ceased to be "stunts" and are systematically taught as a necessary part
of every aviator's education. He learns as accurately as possible how
to approach a German plane from its blind side, not to rush madly at it,
taking the fire of three converging machine guns. While the German
method of attack is nearly always to dive on a hostile plane from abo\'e
the clouds, it was our own Major Wm. Bishop who first evolved the
system of "sitting on his tail" below a German machine and leisurely
shooting it to pieces through the floor. Following the German method,
this should be taught as a standard method of attack until some change
in the construction of German machines makes it obsolete.

It is too soon to foretell what 5,000 airplanes would do to the barrier
of the west front, but it is easily conceivable that they would make it
surmountable to our infantry where artillery and tanks have failed.

Diary of the War

JANUARY, 1918.

Jan. 1. British War Office announces that during December i,oiS German prisoners
including 12 officers and 4 guns, three trench-mortars, and io_^ machine-guns
were lalien by the British troops.

Jan. 2. Bolshevists denounce German conditions as a policy of annexations; they
demand that the future of Poland and Lithuania must be settled by the
inhabitants anrl that Germany must withdraw from the occupied provinces
to enable a referendum to be taken. Italians defeat a thrust towards
Venice and destroy several barges laden with Austrian troops as they try
to cross the Piave at Intestadura, ten miles from the mouth of the river.
Russian Cossacks under Kaledines receive many additions to their forces;
they occupy Alexandrovsk without resistance being offered.

Jan. 3. .\t Auspach, Upper Alsace, the Germans are routed in attack on the French
trenches. British line advanced slightly to the south of Lens.

672 THE SCHOOL

Jan. 4. General Haig reports four British advanced posts on the Cambrai front
near Canal du Nord driven in by the Germans Austrian forces retreat
a mile in the Tomba sector and other places near Brenta Valley. AUenby
advances his lines north of Jerusalem a mile.

Jan. 5. Turkey offers peace terms to Russia, including free passage of the Dardanelles
for Russian ships, Russian demobilisation of Black Sea fleet and evacuation
of Turkish territory by Russian forces. Turkey is to retain her army
because of her continuation of war against the Allies. Premier Lloyd
George on War Aims, after conference with Mr. Asquith, Viscount Grey, and
Labour Party. Speech is delivered before the delegates of trades-unions
assembled in conference. The main points of speech are "reconsideration"
of the Alsace-Lorraine seizure; the restoration of Belgium with reparation
for injuries inflicted; the restoration of Serbia, Montenegro, and the occu-
pied parts of France, Italy and Roumania; Russia can now be saved only
by her own people, but an independent Poland is urgently necessary for
the stability of western Europe.

Jan. 6. British War Office announces an Arab raid on the Hedjaz railway, 20 miles
south of Maan. Austrian gain a success against the Osum defending
Avlona, Albania, but the Italians subsequently restore the positions.
A trench section on the Cambrai front taken by the Germans on the oth is
re-occupied.

Jan. 7. Rumours of a Bolshevist resistance to the advancing German troops reach
London. Fighting in Mozambique, East Africa, at the junction of the
Liwambula and Lujenda rivers; enemy defeated to the north in the Mwembe
area.

Jan. 8. President Wilson's message to Congress on the objects of a world peace; he
declares for open diplomacy, the freedom of the seas, the removal of
economic barriers between nations, the reduction of armaments, and
for a territorial settlement similar to that of Premier Lloyd George.
Great cold experienced on the Italian front; the danger to Venice except
from the air is said to be removed.

Jan. 9. French raid the German positions east of St. Mihiel for nearly a mile, doing
much damage and capturing 178 prisoners and a number of machine guns.
Germans sink the hospital steamship Rewa in the Bristol Channel; three
missing. British destroyer Racoon lost on Irish Coast with all hands.
General Haig's dispatches covering the operations in 1917 to the eve of the
Battle of Cambrai published.

Jan. 10. Trotsky is forced to agree to the German demand to continue negotiations at
Brest-Litovsk, instead of at Stockholm. I'kraine delegates are to be
represented at the conference. Austrians abandon some positions on the
canal joining the mouths of the Piave.

Jan. 11. British bring down four hostile airplanes on the Italian front; .\ustrians are
forced to a further retreat on the Brenta front. War Office announces
three columns of British troops from the Rovuma river, from Lake Nyassa,
an<l from the coast, in conjunction with the Portuguese, are in pursuit of the
German forces which escaped into Mozanibi(|ue. Many changes in
.Admiralty announced. ,

Jan. 12. It is announced that a British colunm has disembarked at Port .Amelia,
Portuguese East Africa. French defeat a German attack at Chaume
Wood on the X'crdun front.

1

DIARY OF THE WAR 673

Jan. 13. Italian aviators drop two tons of bombs on the railway terminus at Primolano.
British Admiralty publishes detailed statement of changes of personnel
of the Board and of alterations in its organization.

Jan. 14. Wintry weather on all fronts. Italians advance east of the Brenta Valley
in the Asolone district, taking 491 prisoners. Leon Trotsky proposes that
the armistice between Russia and Germany be prolonged for another
month. Sir Auckland Geddes introduces new Man Power Bill in the
House of Commons; 420,000 to 450,000 men wanted from munition
factories, shipbuilding works, etc.; age limit not to be raised or lowered;
compulsory service not to be extended to Ireland. Yarmouth bombarded
by enemy destroyers; four killed and eight injured.

Jan. 15. Result of Cambrai inquiry announced by Mr. Bonar Law in the House of Com-
mons. British higher army command had not been surprised by the
German attack in the Cambria region on the 30th of November and
all proper dispositions had been made to meet it. Admitted that a break-
down undoubtedly occurred. Austrian strikes become serious. Russians
order the arrest of the King of Roumania.

Jan. 16. General Diaz gains victory in a lively skirmish on the Italian Front. Butter
cards introduced in London. United States publishes documents bearing
on the Caillaux case — messages from Count Bernstorff on Caillaux's visit
to South America in 1915.

Jan. 17. British ship losses for the week show a great reduction. Turkestan is pro-
claimed an autonomous republic allied to the federal republic of Russia.

Jan. 18. British line in Palestine near Durah, 12 miles north of Jerusalem, advanced
on a four-mile front. Grave disorders in Petrograd. Constituent Assem-
bly meets and amid wild confusion refuses to submit to Bolshevist dictation ;
processions celebrating its opening shot at in the streets by the Red Guard.
Two British destroyers wrecked in a gale off the Scotch coast.

Jan. 19. Sir Launcelot Kiggell is succeeded by Sir Herbert Lawrence as Chief-of-Staff
to Sir Douglas Haig. The Constituent Assembly is forcibly dissolved by
Bolshevists.

Jan. 20. Xaval engagement of Imbros; Goeben and Breslau emerge from the Straits and
sink H.M.S. Raglan and a small monitor (M. 28); south of Imbros Breslau
manoeuvred by H. M. destroyers Lizard and. Tigress into a minefield and
sunk. Goeben flying for safety with four destroyers and an old Turkish
cruiser strikes a mine and is forced to beach at Nagara Point. Two
German destroyers mined and destroyed in the North Sea; 17 survivors.

Jan. 21. Austrian political strike ends after Socialists extract from Count Czernin a
fresh repudiation of annexationist war aims. Sir Edward Carson resigns
from War Cabinet. British column in contact with part of von Lettow-
Vorbeck's force fifty miles from coast. Germans announce agreement on
principle of treaty of peace with Ukraine.

Jan. 22, The Irish question seems for the nonce more hopeful of settlement.

Jan. 23. Trotsky sends to all foreign countries a communication which states that
German peace conditions constitute "a demand for a most monstrous
annexation". Germans enter French trenches at Nieuport but are driven
out again.

Jan. 24. Count Hertling and Count Czernin reply to President Wilson's and Premier
I-olyd George's speeches on war aims. Count Czernin's is quite con-
ciliatory and opposed in many particulars to Count Hertling's. Mine
di.saster at Stellarton, Nova Scotia; 87 victims.

674 THE SCHOOL

Jan. 25. Hon. W. J. Hanna resigns as Food Controller for Canada and is succeeded by
Mr. H. B. Thomson. Russians decline to accede to the demands made
by the Germans at the Brest-Litovsk peace conference. Enemy raid east
of Loos. Fighting reported in Finland between Bolshevist Red Guards
and the Finnish Senate's troops; Finnish authorities said to have applied
to Sweden for help.

Jan. 26. British announced to have taken over more of the French front; the British
line now extends south of St. Quentin.

Jan. 27. The Coeben is refloated and taken to Constantinople.

Jan. 28. The Cunard Line steamship Andania is torpedoed and sinks before reaching
a port on the L'lster Coast. Italian attack between Asijigo and the Brenta
Valley; Col del Rosso with 1,500 prisoners taken. Air raid on London by
1.5 Gothas, in three groups, of which about five penetrate the defences.
In a subsequent attack one machine reaches London; 47 killed and 169
injured; about 70 British airmen up; one raider brought down in flames
in Essex. Torpedo-boat Hazard sunk in collision in Channel; 3 men
drowned. Strikes in Berlin, Hamburg, Kiel and other places. Helingsfors
reported captured by Red Guards and the Finnish Senate overthrown.

Jan 29. Italians make further progress; Monte di Val Bella taken; total prisoners
2,600. Mr. Baker, U.S. Secretary for War, announces that America will
have an army of 500,000 men in France early this year with a million more
trained and ready to follow quickly. Attempted air raid on Lo'ndon; bombs
dropped in the outskirts.

Jan. 30. British have completed their dispositions against any possible offensive by
the enemy.

Jan. 3L It is reported that diplomatic relations between Roumania and Russia have
been severed and that civil war is raging in Finland.

Gazetteer of the War

Gaza. — 48 miles south west of Jerusalem: 2 miles inland from the Mediterranean Sea.
Remarkable for its existence from the remotest times. During King David's reign it was
one of the strongest Philistine cities. Estimated population 40,000. Some splendid
Turkish mosques adorn the city. It is in a region noted for the richness of its vegetation.
On November 1st, Gaza's first line defences were carried by General AUenby's forces.
(1917). Captured by the British November 7th.

Beersheba. — 40 miles southwest of Jerusalem. At the extreme south of ancient
Canaan. ("From Dan to Beersheba"). The present site of the ancient city is only a
mass of ruins with here and there a solitary dwelling place. General AUenby passed
about 11 miles north of this, capturing the Turkish lines along the Wadi (swamp or
river) Khuweilfeh. November 6th, 1917.

Askalon (in the Bible Ashkelon). — Another of the powerful Philistine cities of King
David's time. Has wonderful historic interest. In the time of the Jews it frequently
changed hands from the Jews to the Philistines. In turn the Egyptians, Greeks, and
Romans possessed it. Besieged by the Crusaders wkTiout success in 1100 and 1148.
Richard I of England captured it 1191. Taken again by the Turks. About 40 miles
west by south of Jerusalem, harbouring on the Mediterranean. British occupied it
November 9th.

I

I

Italian Successes and Reverses

W. C. FERGUSON, B.A.
Faculty of Education, University of Toronto

As recorded in a previous article on Italy's part
Autumn, 1916. in the war, (April, 1917), the campaign of 1916

ended with the capture by the forces of General
C'adorna of the important city of Gorizia situated about midway between
Tolmino on the north-east and Trieste on the south-east. This event
took place on August 7th. During the remainder of the year, 1916, the
Italian leader busied his men with strengthening their positions and
keeping back hostile attacks. Campaigning in the mountains is im-
possible in the winter, but the time is useful for bringing up the needed
supplies and men for the spring ofTensive.

>m,- o •_ Immediately to the north of Gorizia, there is a

The Spring . . , . , , . , , , ,

Drivp 1<)17 series ot heights which control the approaches to

the city. On May 14th the Italians crossed the

apparently impassable gorge of the roaring Isonzo river and captured the

height on the east bank known as Monte Cucco. This engineering feat

was carried out with a seeming disregard of all accepted military tactics

and strategy. In this offensive, continued unremittingly for twenty-five

days, the Italian army advanced east and north, capturing the Vodice

Ridge and other heights, while to the south the entire line moved forward

till they had invested the lofty Monte Hermada, the possession of which

would be requisite to any advance on Trieste. In these twenty-five

days 28,000 Austrians were captured and at least 100,000 rendered

hors de combat.

Summer Drive, "" ^"^"^1 ^^"-^ "^"f " ^^l ^"'""^^ ^"'' '""''f

■,a-\i spectacular offensive, lour distinct forces took

part in the work. To the north was the second

army in command of General Cappello; to the south the third army in

command of the Uuke of Aosta. To assist the latter there were Italian

and British monitors, mounted with the greatest naval guns, to bombard

the heights of Hermada and the ports of Trieste and Pola; Great

Caproni aerial machines, each capable of carrying as many as twenty-five

men, also assisted in the attack. The objective on the north was Tolmino

and on the south the coveted poi*! of Trieste.

By diverting the waters of the Isonzo by night above Anhovo and

allowing them to flow back on their usual course by day, Italian engineers

[OV.-.]

676 THE SCHOOL

made it possible for the army of General Cappello to cross the river in one
night on pontoon bridges already prepared. The Austrians, attacked
on three sides, began a hurried retreat over the Bainsizza Plateau. On
August 24th, Monte Santo (2,240 feet) was taken, and on September
14th Monte San Gabriele (1,700 feet) which latter, however, afterwards
changed hands several times. In a campaign of less than a month.
General Cappello had advanced on a front of eleven miles to a depth of
eight miles, occupying all fortified positions and over forty villages.
On the south the Duke of Aosta captured Selo and the safety of Trieste
was so endangered that civilians were ordered to evacuate the city.
Over 30,000 prisoners were taken by the Italian armies in this drive.
Never had the hopes of Italy risen so high.

. . . . During the summei" of 1917 the revolution in

. . . J Russia occurred and the total collapse in that

for Aid. r ,1 i- I J J

country oi all military plans and endeavour.

The Austrians, reinforced by divisions drawn from the Russian front

and by some Turkish and German troops, began to stiffen their resistance.

At the same time an appeal for aid was directed to their great ally, and

Germany replied by sending from the Russian front a large army under

the command of General Otto von Below, supported by General von

Krabotin and three other generals, tried veterans of the Russian campaigns.

p For nearly a year, the Italian troops on the

p , Plezzo-Tolmino front had been in the trenches.

Made up largely of Socialist workers and peasants,
they had begun to follow the example of the Russians by fraternizing
with the Austrians opposite. The latter showed them forged copies of
Italian papers, containing reports of riots in Naples and Genoa, of famine
in Sicily and of outrages committed by French and British troops on
women and children in Italian towns. The Austrians promised they
would not shoot, but would refuse to kill their Italian brothers. The
rumours were industriously spread that the Pope had arranged a peace.
They were told to throw down their arms and go home. Soldiers also
received letters from their peasant wives, saying, "Peace has already
come; do not throw away your life". Unsettled by these rumours the
soldiers of the Second Army became demoralized and were virtually
ready to go on strike.

_,. J The disposition of the Italian armies had

Blind , , '^ , , r ;■

~. .. . already aroused the warnings ot military critics

Optimism. , , , • , • , , • •

who had pointed out the dangerous situation

which would result if either the left flank of the Italian army, thrown

out toward Tolmino, or the right flank resting on Hermada, should be

I

ITALIAN SUCCESSES AND REVERSES 677

turned by a sudden assault. But in spite of this, General Cadorna had
not had positions prepared for a possible retirement, and though there
was no lack of man power, a strong army of reserves was not kept within
striking distance; as a matter of fact, the Fifth Army had been demobil-
ized. There seems to be evidence of treachery "higher up," both among
the politicians and army commanders.

' " On the 21st of October, 1917, the Austro-

ine Jjeoacie. German ofifensive began by a heavy bombardment

First Phase. ^^f ^j^^ Plezzo-Termino lines, held by the Second

Army. On the night of the 22nd of October, the Austrian troops in
this sector were replaced by German shock troops who began an attack
on the Tolmino bridgehead. The Italian soldiers, thinking it was their
Austrian "brothers", ofifered little or no resistance, many throwing down
their arms and others endeavouring to welcome their opponents, who
thrust them rudely aside and pressed on. These German troops did not
stop even to collect the prisoners, but rushed against the second and third
lines, leaving to the hosts that followed the task of rounding up prisoners
and capturing guns. The whole Italian army was outflanked and a
retreat, one of the most disastrous in all history, soon degenerated into
a rout. The Second Army evacuated the Bainsizza plateau with the
object of defending Gorizia, but was defeated and the city captured on
October 28th. By Jthis date the Italian armies had lost 100,000- men
in prisoners and over 1,000 guns. During this same week the army of
General von Krabotin had attacked the Third Army which gave way
and retreated toward the sea. The whole Isonzo front collapsed like a
pack of cards. On the 29th the Austro-Germans had reached the little
city of Udine, the former headquarters of the Italian staff. The civilian
population of these districts joined in the retreat, rendered still more
difficult by a steady autumn rain. An attempt was made to stay the
invading forces at the Tagliamento river, the next natural obstruction,
but on November 5th this also was abandoned. By this time the
Italians had lost 2.50,000 men taken prisoners, besides their losses in
killed and wounded. Immense supplies of munitions and food, and
2.300 guns, were captured by the enemy. In less than three weeks the
territory won during two years of war was lost and Italy was invaded.
But once the Italian soldiers realized what was happening, they fought
with a fierceness and determination which excited the admiration of the
.\llied countries.

In her extremity Italy appealed to her Allies

Second Phase and the response from Great Britain and France

was prompt and effectual. The French and

British premiers went to Italy with many military leaders while British

678 THE SCHOOL

and F'rench troops, with guns, munitions and supplies, joined the sorely-
tried soldiers of Italy. The Germans made further advances, it is true,
driving the Italians back to the Piave River. But here they were stayed
and at the time of this writing (April 5th, 1918) are strongly held on the
whole line of defence. To insure the safety of Venice, the low-lands at
the mouth of the Piave River were inundated. Venice was evacuated
by the greater number of its inhabitants. A great deal of damage has
been done to this and other cities by the enemy's airmen who seem to take
special pleasure in destroying the masterpieces of Italian art and archi-
tecture.

The Allied commanders, convinced that the
The New Spirit. line of the Piave could not be held, employed the
French and British reinforcements in fortifying
the Adige, the next important river. But the abandonment of the Piave
positions would involve the sacrifice of Verona, Vicenza, Venice, and
other historic cities. Emulating the French battle-cry at Verdun, the
Italians kept repeating "Da qui non si passa!" ("They shall not pass")
and a new spirit seems to be inspiring the soldiers of Italy. Attack after
attack has been driven back and with the return of favourable weather
in the month of May it may conlidendy be expected that an offensive
under the new commander. General Diaz, will hurl back the invaders
to their own borders.

Nature Study for May

PROFESSOR G. A. CORNISH, B.A.,
Faculty of Education, University of Toronto

For the First Form — The Horse-chestnut.

For the Teacher. — The horse-chestnut is one of the commonest of
ornamental trees, and the pupils in the first class should be able to
recognize it. Call their attention to tjhe general shape. It is rather
broad and rounded with a short trunk that cannot be traced very high.
Notice the peculiar habit of the lower branches of bending downward,
then outward, and finally upward at the end. This is evidently for the
purpose of reaching out of the shade so as to brin'g the leaves into the
unobstructed ' sunlight.

Before the tree comes out in leaf have the pupils observe the buds.
Some of the terminal buds are very large. Each contains a whole cluster
of flowers and the wonder is that so much can be packed into such a small
space, for the bud contains also a number of leaves. Draw the attention

NATURE STUDY FOR MAY

679

of the pupils to the gummy substance and the tough scales on the outside.
These are to prevent the delicate parts within from drying out by evapor-
ation. The idea that they keep the parts within from the cold during
the winter i« quite absurd, as undoubtedly a thin layer of the most non-
conducting substance in the world would be readily penetrated by the
cold. Then draw the attention of the pupils to the opening of the buds.
The leaves are all covered with dense hairs, and as the bud scales open,
the leaflets first hang down vertically and later, when they are more fully
developed, they spread out horizontally to receive the full sunlight.
Have the pupils examine the cluster of beautiful flowers at the end of each
stem; on a bright sunny day swarms of bees can be both seen and heard
as they visit the flowers for nectar.

Work for the Pupils. Have each pupil observe the general shape
of the tree, and the fact that the trunk cannot be traced up to the top
of the tree, also the peculiar habit of the lower branches, described above.
Have each pupil bring a twig of the horse-chestnut to school and place
it in a bottle of water. All the movements in the opening of the buds can
be observed. Then have the pupils observe the tree in flower, the bees
visiting it, the shape of the leaf, and the odour of the flowers. In an art
lesson have the pupils make a drawing of the leaf.

For the Secoxd Form. — The Meadow-lark.
For the Teacher. — This beautiful and attractive bird is none too
difficult for a second class to study. Meadow-larks arrive quite early
in the spring, the first ones appearing in March, and by the first of May

the fields and mea-
dows are vocal with
their calls. It is not
necessary to give a
lengthy description of
the plumage, because
no other bird is likely
to be confused with
it. When a bird
slightly larger than a
robin, with its back
marked with light and
dark stripes, its throat
a beautiful yellow
Fig. 1. bounded below with

Nest of the Meadow Lark. a dark Crescent, IS

From Birdt of New York by E. H. Eaton, The University of the . ^i_ r

State of .New York. secn m the grass ot

fin ', m

680

THE SCHOOL

the meadows or perched on the fence or in a tree in the vicinity, it
is sure to be the meadow-lark. There is not much use trying to
approach too closely to him, for he is very distrustful of man, and at
the first alarm away he flies from his perch. If you notice where he
alights in the field and move up stealthily toward the spot you will not
find him, for he sees you long before you are aware of it and runs off
rapidly through the grass. This bird can easily be detected as it flies,
for on rising it makes a buzzing sound with the wings, and the white
feathers bordering the tail are very conspicuous in flight.

Unfolding of Beech-leaves.
1. Brown scales are loosened. 2. Later stage, foliage leaves are visible. 3. Later stage than 2.
4. Lower surface of fa leaf in an opening bud. 5. Part of same leaf. 0. Surface of unfolded
leaf. 7. Vertical transverse section of leaf. 8. Vertical longtitudinal section of leaf.

From The Natural History of Plants by F. W. Oliver, Blackie & Son. London.

In the spring this bird is very busily engaged devouring grubs, beetles,
and grasshoppers in the meadows, and during the autumn, while it
changes its diet, it is still helping the agriculturist, for it lives almost
entirely on weed seeds.

Its song is one of the best known sounds on the meadow and it never
ceases from early spring to late autumn to pipe its stirring notes. It has
a variety of calls which are well worth a closer study.

The place selected for building its nest has almost been its undoing.
Since man came on the scene with a desire'to make hay and run sharp-
toothed mowers close to the ground in the meadow, many a little fluffy-
mass of down is cut to pieces by the cruel blade of the mower, all unknown

NATURE STUDY FOR MAY

681

to the kind-hearted farmer. The fault is scarcely that of the meadow-
lark for she builds on the ground a dainty nest of brown straws with an
arch of dried grass above it, so that it is almost impossible to detect,
and the eggs mottled with brown are almost as inconspicuous as the nest.
After sixteen days' incubation from four to seven still more inconspicuous
little fledglings emerge from the eggs. It is simply impossible to detect
them when they keep quiet, and they always do keep quiet when their
enemies are near.

I

Fig. 3.
1. Wild Cherry. 2. Later stage of wild cherry. 3, 4. Walnut in two successive days. 5, 6. Snowball
Tree or Guelder Rose. 7. Cinque-foil. 8. Wood Sorrel.

From Tke Natural History of Plants by F. W. Oliver, Blackie & Son. Landon.

Work for the Pupils. — Place a coloured picture of the meadow-lark
on the wall and draw the attention of the pupils to its colour and size.
Tell them where it can be found, and then give time for each to become
acquainted with this bird. Give a series of easy observations to be made,
involving the facts about its habits cited in the foregoing. If a nest is
found, after the young have left it, have a boy take a spade to the field,
dig up the sod and bring the nest intact to the school, when the whole
class can study it. (Fig. 1).

682 THE SCHOOL

For the Third Form. — The American Gold-finch.

For the Teacher. — The foolish person who longs for a lock at a
tropical forest in order to see some brilliantly-plumaged birds should
look carefully in our Canadian thickets in May and June and he will find
birds as beautiful as are to be seen in Brazil or in India. One of the
most glorious of these is the goldfinch, which flies in beautiful undulations
like a flash of sunlight. This very common bird is frequently called the
wild canary, but it is better to give it its proper name of goldfinch.
It is one of the finches and has a sparrow's beak. The male, with its
bright lemon-yellow body contrasting with the velvety black cap, wings,
and tail is a most striking creature. In the spring these birds are very
commonly seen in trees and hedges. On a sunny June morning to listen
to a goldfinch, perched in the top-most limb of a tree in the orchard,
pouring out a flood of song, is an event to gladden the heart and elevate
the soul. Then ofT he goes in a series of vertical undulations as if
skimming the surface of a troubled sea. With every undulation he
utters his loud call "per-chick-a-pee".

His little wife, though dressed in a more modest attire, is also
beautiful.

The goldfinch is a strict seed-eater. In the spring it devours greedily
the seeds of the dandelion, and in the autumn those of the thistle, chick-
weed, etc. If you ever try to grow lettuce for seed, take care the gold-
finch does not reap the harvest for you.

In the late autumn most of our goldfinches leave us, but a few pro-
bably linger throughout the winter in the south-west peninsula, eating
the seeds of the birch, alder, and hemlock, as well as of any weeds that
keep above the snow.

The tedious labour of incubation is postponed as long as possible
by this little bird, and it is not uncommon for the young to be reared
as late as July or even August. A very dainty nest is constructed in a
bush or low tree and nothing less than dandelion gossamer is fit for a
lining. After incubation the male takes on the more sombre costume
of his mate and together they play havoc with the seeds of the thistle.
Hence it is often called the "thistle bird".

Work for the Pupil. -This can follow the lines indicated for
the meadow-lark in the work for the second form.

For the Fourth Form. — The Opening of the buds.
For the Teacher. — The bud that opens in the spring was produced
last summer. Down in the axil of the leaf, almost as soon as it opened, a
little tubercle appeared, and throughout tFie whole season that tubercle
grew in size and complexity. It is never noticed till the leaf falls in the
autumn, and it is left exposed. The bud is to develop into a branch and

NATURE STUDY FOR MAY 683

the beginning of the process is the opening of the bud. One of the great
differences between foliage leaves and flower leaves is the fact that the
former always have buds in their axils while the latter usually have not.
If the bud is dissected, it is found to consist of at least two kinds of
leaves, scale leaves and foliage leaves. The fomrer are'on the outside,
are frequently covered with gum, and are not green, but dry and brown.
They are impervious to water and so prevent the parts within from giving
off their moisture; without them these inner parts would shrivel up and
die. Within are the foliage leaves, packed tightly away, and folded in
the most complex manner. In fact, it is an interesting study in itself
to observe the different ways in which leaves are folded in the bud.
Figure 3 shows some of these methods. As the warmth of spring sends
the sap up the stem and into the buds, they begin to open ; first, the stem
lengthens and the scale leaves separate; then, the foliage leaves become
exposed above the scales. The delicate leaves at first stand vertically
and so prevent the rays of the sun from striking them too intensely;
then, as the cuticle thickens, they spread out horizontally and drink
in the sunlight, using its energy to accomplish their purposes of manu-
facturing plant food. As soon as the protective work of the scale leaves
is completed, they drop off; the stem of the bud continues to lengthen,
and a leafy branch is formed. Some buds contain not only leaves but
flowers. The larger buds on the horse-chestnut are of this character as
are many of the buds on a fruit tree. The buds are arranged either termin-
ally or laterally. Not every bud formed in the axil of a leaf develops
into a branch during the succeeding year. If they all developed, the
branches would be so numerous as to form a tangled mass. Many buds
remain dormant, and act as reserves. If all the large buds are pulled
off a twig, one or more of these dormant buds will at once begin to grow,
the stream of sap, formerly going to the other buds, being now directed
toward it.

Work for the PupiL — Have the pupils examine and dissect a bud
of the lilac, then one of the large buds on the horse-chestnut. Make a
longitudinal section through each. Have them note the scale leaves and
foliage leaves in each bud and the bunch of flowers in the bud of the
horse-chestnut. Examine the t^vigs of various trees for dormant buds,
and note the different shapes of buds. Put twigs or stems of the plants
illustrated in figures 2 and 3 in water, and trace the opening of their buds
as shown in the illustrations.

The bad boy wrote on the blackboard: "Our teacher is a donkey." The other boys
anticipated ructions when the schoolmaster arrived; but there were none. He merely
wrote the word "driver" after "donkey," and schof)! opened as usual.

The April Competition in Art

So large is the number of entries for these competitions, so great
the amount of room required to store the drawings, of office time
to tabulate them, of the committee's time to examine them, and of
space to print complete results, that it has become necessary to make a
restriction and to require that not more than seven drawings may he setit
from any one class or grade. This will, of course, entail some little work
on the teacher's part in making a selection of the severl best pieces of work
but it will, in the aggregate, save a great deal of labour, of postage, and
of paper. It is hoped that teachers will understand the situation and
will co-operate. In this issue, on account of limitations of space, only
sev'en names from each school could be printed, though practically all
pupils did good work.

The number of schools contributing to this contest is constantly
increasing; and the quality of the work is steadily improving. So large
was the number of drawings submitted this month and so narrow the
margin of difTerence in merit that the judges had great difficulty in
awarding the prizes justly. The best, work was excellent; the worst,
good. This speaks well for the teaching. A few years ago work of such
excellence could not have been found in our Public or Separate Schools.

On the work of the High School pupils the following criticisms are
submitted. In the Lower School Competition: (1) The drawing of the
vase was out of balance. (2) The decoration on the vase, when drawn
in the round, showed no foreshortening. (3) The decoration was not
based, as required, upon some nature motif but historic ornament or
some geometric development was substituted for it. Neither were the
vase and ornamtnt rendered in a dominant harmony of colour as required.
The ornament was very frequently too realistic to be truly decorative.
In the Middle School Competition: (1) The drawing of the lampshade
was in many instances in poor perspective. The convergence of the
base and of the shade of the lamp was not, as it should have been,
towards a common eye-level. (2) The proportion of the parts was often
incorrect, the width being too great for the height.

A. Forms I and II.

First Prise- -Madge Wincott, Alexandra School, Moose Jaw, Sask.
Teacher, Miss A. B. Jones.

Second Prize — Seraphine Lobsinger, Separate School, Mildmay.
Teacher, Sister Bertrand.

Third Prize — Helen Horning, Ryerson Public School, Owen Sound.
Teacher, Miss Helen Shaw.

[6841

THE APRIL COMPETITION IN ART 685

Honourable Mention for Merit — Rose Hayes, Helen Desrochers, Cecile Soucy,
Catherine Griffin, Mary Kernahan, Yvonne Poissneot, St. Joseph's Academy, Toronto.
Lloyd Thomson, Wilbert More, Eleanore Richards, Louis Sullivan, Margery Spalding.
Harry Gregory, D. Home, Public School, Port Colborne. Vivian Blix, Edith Romans,
I'rsula VValmsley, Dorothy Sparrow, Audrey Rennick, Stanley Slow, Ortley Swenson,
and others, .Alexandra School, Moose Jaw. Jessie McKay, MoUie McAlister, Amy
Whitehead, Eleanora Frederick, Vera Monroe, Vera Gibbs, Vera McEwen and others.
Prince Arthur School, Moose Jaw. Irene Edmondson, Clara Causmeau, Olga VVasley,
Willie Brown, Miriam Bailey, Ernestine Hudson, Empire School, Moose Jaw. Bartley
Pragnell, Bryce McKenzie, Elsie Tanner, Winifred Noonan, Kathleen Noonan, Eleanor
Seymour, Gladys Mathews and others, Victoria School, Moose Jaw. Graham Hender-
son, Herbert Gray, .'Mex Sutherland, Eugene Baker, Anna Wilson, Velma Cross, Roy
Ellis and others. King George .School, Moose Jaw. Ida Duchaik, Millicent Rose,
Marion Roberts, Edith Plunkett, Janet Hewitson, Edith Bullock, Winnie Gill and
others, King Edward School, Moose Jaw. Evelyn Young, Donald Dowkes, Nelson
Pickell, James Jones, Harold McCaskill, Robert Miller, Myrtle Hart, and others,
Dufferin Public School, Owen Sound. Archie (iardner, Florence Peel, Lillian Harrison,
Margaret R?id, Charlotte Fenton, Zella King, Helen Merritt, .(ieorge Finickam, Ryerson
Public School, Owen Sound. Marianne Stroeder, Mary Diemert, Joesph Goetz,
Florence Buhlnian, .Alfred Herman, Kathleen Kunkel, Isabel Cioetz, Separate .School,
Mildmay.

B. Forms III and IV.

First Prize- I.ilian Marchant, Perth Avenue Public School, Toronto.
Teacher. Edward H. Thomas.

Second Prize- -Oscar Sanderson, Prince Arthur School, Moo.se Jaw,
Sask. Teacher, W. H. Metcalfe.

Third Prize- -K.atheT\ne Kindree, Ryerson Public School, Owen
Sound. Teacher, Miss Agnes Burt.

Honourable Mention for Merit — Valarie Hester, Mary Hayes, Prima Boyer, N'orma
.VIcGraw, Blanche Crowley, Lucille Bennett, M. Chadwick, St. Joseph's College,
Toronto. Geraldine Kew, .Annie Bociek, Florence McNamara, Stella Pilecka, Salva-
tore Padrone, Stella Malec, Caroline Bociek, and others, St. Ann's School, Hamilton.
Edna Clarke, Mary Howes, Jean Porter, Bessie Dolan, Grant Stevenson, Public School,
Meaford. Bernard Harrigan, Laurence Muldoon, Louise Wall, Frances Leslie, Mary
O'Reilly, Celestine Aussem, Helen Cassidy, and others, St. Patrick's School, Hamilton:
Hazel Dynes, Doria -Alton, Ross .Almas, Beatrice Pettit, Harvey Pettit, Willie .Shakes-
peare, Daisy Bell and others, .S.S. No. 4, Nelson, Freeman. Jim Carnegie, Jessie
Burnett, Hilda Rose, Mansell Jackson, Public School, Port Perry. Joseph Gesinger,
William Brennan, Clare Primeau, Mildred Harrison, Leona Lessard, Mary Feduzzi,
Eva O'Reilly and others, St. .Ann's .School, Hamilton. Mae Davis, Dorothy Antritter,
Loren Antritter, Edith Martin, VVilla Maclntyre, Lillian Olsen, Margaret Getty, and
others, Alexandra .School, Moose Jaw. Alan Robin, Ruth Way, Edna Plunkett, King
Edward .School, Moose Jaw. Dorothy Miller, Marion Mclntyre, Russell Wilder,
Norman Cook, Olive Matheral, Edith Brown, Albyn Mackintosh, and others, King
(jeorge School, M(H)sc Jaw. Warren Williams, Jean Motta, Joe Scott, Neil McDonald,
Henry Coleman, George Mills, Bertha Williams and others, Empire School, Moose Jaw.
Jessie Winder, .Audrew Knutton, Helen Burton, Mabel Boyes, Prince Arthur School,
.Mfx)se Jaw. Eva House, Elfreda McMillan, Marion Donaldson, Minnie Wenzell,
Nora Camplxjil, Louise Cooper, Elma Withrow, and others, Victoria School, Moose

086 THE SCHOOL

Jaw. Max Rothbort, Harold Hamilton, W. Balmer, James Wilson, Herbert Taylor,
Isaac Hayhurst, Perth Avenue School, Toronto. P. Carson, M. MacPhater, I. Rickard,
U. Ramsay, Ivy Bunt, Charlie Banks, Minto Fleming, Ryerson Public School, Owen
Sound. O. McQuade, L. Smith, Victor Moon, Hazel Manning, Jean McGill, H. Millan,
Mary Jackman and others, Dufterln Public School, Owen Sound. J. Massie, Bruce
Connell, Tennie Robson, Map Alpin, Ethel Brown, Lilian Morrison, Strathcona School,
Owen Sound. Ellen Mahoney, Alfred Buhlman, Genevieve Weiler, Cecilia Becchie,
Cletus Weiler, Rose Martin, Olive Weiler, and others. Separate School, Mildmay.
Leo Kelly, Mary Freel, V. Gilleni, Margery Sauve, Wilfred Kenny, Veronica Sullivan,
St. Lawrence School, Hamilton. Helen Murphy, Margaret Roach, Oleida Drouchen,
Agnes Glover, J. Roe, M. Kennedy, Thos. Ryan, and others, St. Patrick's School,
Hamilton. Margaret Sullivan, Vera Hinchley, Adeline Beaudoin, Edith Melody,
Lillian O'Reilly, Annie McDermott, Agnes Nelligan, Cathedral School, Hamilton.
Ruth Waite, Hazel Paquette, Ida Dotte, Laura Croulx, Wanda Ladouceur, Avila
Beriault, Prudentienne Maisouney, Reine Lalonike, Joseph Bissonnette, Sacred Heart
Academy, Vankleek Hill.

C. Lower School.

First Prize — Hanna Dwyer, Loretto Convent, Stratford. Teacher,
Sister M. Theodosia.

Second Prize — Pearl Watson, High School, Kincardine. Teacher,
Miss Agnes I. Hamilton.

Third Prize — G. Gastle, Collegiate Institute, Hamilton. Teacher,
Geo. L. Johnston, B.A.

Honourable Menlionfor Merit — Gertrude Flanagan, Louise Mulhall, Hilda Chapman-
Anna Woods, Lillian O'Brien, Nora Nicholson, Mildred McKeown, Mary Reidy,
Loretto Convent, Stratford. Edith Roblin, Continuation School, Cochrane. Edna
Fletcher, Marjorie Plummer, High School, Bowmanville. Mary Lyons, F. Thomson,
Marie Strachan, J. H. Wagner, N. Woodruff, Florence Conway, Ina Guyatt, and others.
Collegiate Institute, Hamilton. Elizabeth Hooey, Grace Rose, Ethelw>n Hutcheson,
High School, Port Perry. Tom Beckett, Ruth Brett, AUegra Walker, Annie McDougal,
Helen Best, Ethel Wardell, Mina Bryant, Collegiate Institute, Strathroy.

D. Middle School.

First Prize — Bgne Ball, Collegiate Institute, Barrie. Teacher, Miss
I. K. Cowan, B.A.

Second Prize — Blake Rutledge, High School, Kincardine. Teacher,
Miss Agnes I. Hamilton.

Third Prize — Mary O'Leary, Loretto Convent, Stratford. Teacher,
Sister Theodosia.

Honourable Mention for Merit — Anna Halpin, Katherine Kemp, Bertha Carbert,
Elizabeth Whaling, Mary Gaunt, Mary Walsh, Eugenia Ducharme, Nellie De Courcy,
Loretto Convent, Stratford. Gladys Hicklin, Maye Grant, Muriel Nelson, Collegiate
Institute, Barrie. Bessie Begg, R. Arnold, Tena Cole, Violet Hartwick, Doris Fair,
High School, Kincardine. Margaret Kennedy, Cathedral School, Hamilton. Janet
Sanderson, Ethel Rowe, S. Hutchison, Audrey Miller, Florence Staunton, Collegiate
Institute, Peterboro. Arnold Bowslaugh, Vivian Lawrence, Helen Gayman, Collegiate
Institute, St. Catharines. Kathleen Hord, Evelyn Carr, Amy Newton, Collegiate
Institute, Strathroy.

Punishment in the School

p. F. MUNRO, M.A., B.PAED.,

Riverdale Collegiate Institute, Toronto

FROM the teacher's standpoint there are elements of truth in each
of the three views of punishment — preventive, reformative,
retributive — discussed in a former article. Though he will place
the stress differently from time to time, his prime object is the reforma-
tion of the ofTender. Punishment administered to a child is of necessity
corrective and, hence, as previously stated, all three elements are involved
in any act of discipline.

Taking punishment in its widest sense, i.e., discipline, we shall
endeavour to look at it from as many angles as it is possible to regard it
from the teacher's viewpoint.

Now, discipline is a word of many meanings. We speak of mental
discipline or training, and sometimes draw a distinction even between
these two terms. We say of a teacher, "He has good discipline", when
the meaning obviously is, "He keeps good order; he has good control".
Again we say that a man is well disciplined when we mean he is one of
good control, mental and moral. All these are involved in school
discipline.

Wh.\t Are Teachers For?

If the making of good citizens is the main function of the teachers,
and self -reverence, self-knowledge, self-control lead to this sovereign power,
everything that touches and influences the child life must come within
that which we call discipline. Discipline might then be regarded as
positive or negative. Under such a division, punishment would be
negative, but a negative that tends towards the positive and aids in the
realization of that positive.

Here, then, we have a sort of contradiction; but it is just the contra-
diction that underlies our idea of self-government in the state, and
our system of training in the school, where we have the apparent paradox,
authority and obedience. What secures obedience to authority without
recourse to artificial means is positive discipline; the artificial means,
varying greatly in both kind and degree, may be said to constitute the
negative side of discipline or punishment.

The I.vipulse to Imitate.
To come nearer our subject, let us note what makes for discipline
in a school so far as the teacher is concerned. As order is Heaven's first
law, so the teacher must possess order as the first law of the school.

[6871

688 thp: school

His personal influence is in general exerted unconsciously upon his class,
and the \aried personalities of the pupils unconsciously influence him.
There is a subtle action with reaction at work all the time. The teacher
is studying the pupil, while the pupil is studying the teacher, and as the
child's imitativeness is strong, how important it is that what he imitates
should be of the best! It is not the ability to imitate so marked in an
actor, but the impulse to imitate so strong in the child, that I refer to when
I speak of imitativeness. This impulse does not cease with childhood.
We find it in adults, and hence the saying "Imitation is the sincerest
form of flattery." Men are apt to imitate the gestures and modes of
speech of those who excite their admiration or affection. How much
more do children in the plastic and suggestive age copy both the manners
and the morals of their leaders!

Psychologists lay great stress on the phenomena of imitation and
suggestion, particularly in the formative period of the pupil's life.
In fact, the whole school and home environment is so arranged as to leave
the best impressions on the minds of our boys and girls. Likewise must
the teacher so arrange his habits of life and thought as to leave the best
impressions.

IVe may say, then, let the teacher, when rules are in vogue show the way
by respecting those rules himself. He should be punctual, careful in his
dress, in handling books, in keeping the room clean, and his own desk in
order- -so that precept may be backed up by example. Not much use in
saying, "Johnnie, blacken your boots at noon," if his own are spotted with
mud.

Self-control and politeness in the master will engender the same
in the class. By this I don't mean that oft-heard motto, "Never get
angry before a class", for that is mere piffle. An angry roar often clears
the air by putting some moral ozone into it. Teachers are not angels.
They know it and the pupils know it. A boy or girl appreciates anger
because he or she has experienced the passion. This is why pupils in oral
reading do well in the "Quarrel Scene" in Julius Caesar. They know
all alif)ut it and therefore they know that in its workings there is cause
and there is (often to their own discomfort) effect, "Be ye angry, and
sin not" would be a good injunction for teachers.

Sincerity Breeds Respect.

Sincerity, earnestness, a belief in one's work, make for good discipline,
antl being sincere includes being frank. Let the pupils know that you
are one of them in their aspirations, their joys, and their sorrows. Don't
hold yourself aloof in a mistaken belief that doing so adds to your dignity.
Standoffishness is not dignity. The word dignified has taken on a
^•ariety of meanings from time to time, but to be dignified is not to be a

PUNISHMENT IN THK SCHOOL 689

breathing iceberg with icicles spontaneously forming on the approach
of a pupil. Dignity is true worth and a man may possess it and the
pupils appreciate and rightly appraise it, when he is out playing football
in anything but a so-called dignified position. Being close to your
students in athletics is a very effective way of winning their confidence
and respect. Frankness on the part of the teacher begets frankness on
the part of the pupil. Familiarity' may breed contempt, but not when a
man or woman has the essential cjualities of leadership-candour,
honesty of purpose, appreciation of motives, deep knowledge of human
nature, and a belief that a pupil should be treated as an end, never as a
means; as a person, not as a thing.

Te.\chers Not Prison (iu.\RDs.
A full realization of this point would keep teachers from being prison-
house guards in their dealings with pupils. I knew (and worked with)
a principal whose cardinal doctrine of discipline was "Put the pupils
to as much trouble as possible when they transgress the rules"- -bad
discipline, if not vicious, in both appjication and results. That same
principal at the close of his first year, told the assembled students a
story of a boy who returned from a boarding-school, and was asked by

his father how he liked the principal. The boy replied, "Mr. is a

beast, but a just beast". The question that at once arose in my mind was:
"But why a beast at all?" The onl\- answer is that this man, who, by
the way, told the story in extenuation of the harshness of his own rule,
was trained in a pedagogy which believed that punishment is for the good
of the teacher though inflicted on the child! Such a man as he was
never one who

"Hails you 'Tom' or 'Jack',

And shows by thumping on your l)ack

How he esteems your merit".

Mark Twain's Uncommon Sensi;.

Mark Twain said, "'Tis noble to be good but nobler to teach others
to be good — and easier". But it is equally noble and easy to be natural
in disciplining in school. Let us remember when each of us was a boy
in school, "when in school days, you and I were kids". That along
with a sense of humour, the most gracious gift, would save many a
teacher and many a pupil from bitter misunderstanding, the effects
of which may last a life-time. If ever there is a new commandment
formulated for a teacher's guidance, it should read "Remember thyself
in the days of thy youth."

Intellectual activity on the teacher's part will show his students that
he still has a desire for further self-culture. One's classes are always
delighted to learn that their teacher has taken another degree, perhaps

690 THE SCHOOL

because they think that he will thus be better able to train them, but
maybe because there is a greater feeling of comradeship, of being in the
same boat, as it were.

Be that as it may, it pays a teacher to be always improving his own
scholarship. "As is the teacher so is the school", is true, but none the
less true is the maxim "As is the man so is the teacher".

I have already stated that a teacher should not dwell in another
atmosphere remote from the pupils, like the gods of the Epicurean cited
in Tennyson's Lotos Eaters who "smiled in secret, careless of mankind",
but that he should at times think their thoughts, talk their speech, be
one of them. Frankness and naturalness are .essentials. Yet with all
one's frankness one must retain a certain inscrutability of reserve, in
colloquial phrase or school-boy parlance, "have something up one's
sleeve". This gives a suggestion of power. In the present great war
it is claimed that it is the reserves that win the battles. Make your own
application. Robert Burns himself appreciated the value of some
reserve when he said in his "Epistle to a Young Friend": "But still keep
something to yoursel, ye scarcely tell to onie".

Government Expedients.
Apart from the educator's position as moral authority, we could
discuss the expedients of government in the school-room. But merely
citing some of these must needs suffice. They include:

(a) Constant employment; barrels of work is a great panacea for
bad conduct;

{b) Close supervision. A watchful eye is a better check than a
talkative mouth. This applies to hall and corridor discipline, as well as to
that of the classroom. The one affects the other. The outer current
re-acts upon the inner.

(c) Commands. These should be few, given with decision, but
well considered before given, and positive rather than negative. This
applies also to so-called "rules of the school". Everyone hates an
excess of formalism — red tape.

[d) Punishment in the narrow sense. All that was said of this
as applied to the family holds here for does not the teacher according
to school law stand in loco parentis (in the place of the parent). Punish-
ment includes everything from reproof down through positions of-
di.sgrace, loss of marks, detention with or without tasks (writing lines
etc.), fines — to corporal punishment. Of the efficacy of each kind much
may be said for and against. No two teachers can use the same means
equally well. Each teacher has his own method that hinges upon his own
character. One thing is certain : The more force of character he has the
fewer of these expedients he needs.

MONCGRAMS 691

Some of them I should feel like condemning entirely, so far as I am
concerned; but I should never follow the "moral suasionists" and abolish
corporal punishment. Why? You ask. Because it is the most natural
of all, appreciated alike by pupil and teacher, and there are those whose
fountain of honour can be tapped only through the cuticle.

Tappixg the Cuticle.

Here it should be said that corpora] punishment is the last resort.
i\o man ever punished a pupil who joyed in the act before and after.
But many unpleasant experiences we must endure for the good of the
race. On the whole, teachers in every way should try to make school a
pleasant place to go to not to go from; especially so, since for good or for ill
boys and girls get all they are ever going to get in certain branches
betw^een the ages of eight and eighteen. This is not generally realized.

In thfe past, teachers were known who marred rather than made lives.
If there is one of that species still alive, the species that, though morally
and mentally fitted to teach, yet lacks the "milk of human kindness" to
inspire pupils with a love for work and truth, let that man, I say, fer-
venth- pray (if teach he must) with the hero of Tennyson's Maud.
"And ah for a man to arise in me,
That the man I am mav cease to be!"

Monograms

H. E. BICKNELI., A.O.C.A.,

Parkdale Collegiate Institute, Toronto

THIS subject is one that never fails to arouse the interest of a
drawing class. However, the best results will hn obtained only
when the pupils have a knowledge of its limitations and possi-
bilities.

Monogram designing involves a knowledge of lettering and of the
principles of designing; hence the limitations of the subject. A lesson
in monogram designing can be taken only after lettering and designing
have been studied.

In this article five common methods of treating a monogram are
explained and illustrated. The best method to use for the combination
of any particular letters may suggest itself from the shape of the letters.
For example, the monogram illustrated in figure () suggested a triangle
on account of the shape of the letter "T".

Most groups f)f letters may be combined in several ways to form good
monograms.

692

THE SCHOOL

^

Tof Rou — (left to riKlu): Decorative initial; fisiire 1 : figure li; tiKure 1). Midc.le — Figure 2; fiKUre I
Lmver rcrui — Figure 4; fisure o; fiRUre 6; figures.

Top row— (left to risht): Figure 10; figure 11 ; Hgure 12 (U.W.); figure 13 (C'.B.). .Widrf/e— Figure 14
(( .S.S.). /.OTcerroM.— Figure 1.-, (K. I,.): fiKurild ilNMM, figure 1 7 (U.H.I. ); figure 18(H. A.S.).

MONOGRAMS

693

]. One Stroke Common'.
Perhaps the simplest method of treating a monogram is to make one
stroke do for a part of two letters. There are only certain letters which
may be treated in this way. The stroke must be of the same shape in

both letters before this method may be used. See figures 1 and 2.

•

2. FiLi,iN(. A Given Shape.
A very common and very effective way of making monograms is to
fill a gi\en shape. F"igures 3, 4, 5, and 6 show a circle, a square, a
diamond, and a triangle treated in this way. In this method the shape
to be used is drawn first, and the letters are "worked" into this shape
so that they themselves may suggest it.

3. Interl.\cing Letters.
This method will require \ery little explanation. A word of caution,
however, might not be out of place. Parts of letters should never just
touch each other. They should either intersect or be kept apart. Figures
7, 8, and 9 show three monograms developed in this way.

4. The Labyrinth.
In figures 10 and 11 letters are combined to form a labyrinth- -a very
effectixe method of designing monograms. (The monogram shown in
figure II is not very well balanced. It is too heavy on the right side.
Compare the balance in the other examples.)

5. Lmit.\ti\ !•; Monograms.
We are all more or less familiar with the butterfly which Whistler
evolved from his monogram and used to sign his pictures. (See picture
entitled Portrait of Thomas Carlyle by W'histler). We have here a rather
interesting interpretation of the letter "W". Figures 12 to 18 show
several monograms which have been worked up to suggest the various
objects repre.sented.

Leading Manitoba^Educationists IIF.

F

'OR the past fifteen years
Manitoba lias been for-
tunate in having in Mr.
Robert Fletcher, B.A., Deputy
Minister of Education, an ofifi-
cial who combines rare executive
ability, great tact, and patience
with a responsive appreciation
of public sentiment. Though
ministries may change from
time to time, the Department
as such has never got out of
touch with public opinion, but
has pressed forward into new
fields of educational experiment
and accomplishment. A large
measure of the credit is due to
ROBERx w. FLETCHER, B.A. ^^c skill and knowledge of Mr.

Fletcher, in whom the public has learned to trust.

Mr. Fletcher was born in Norfolk County, Ontario, in 1873, and
entered Trinity University in 1891, winning the general matriculation
scholarship of $200 at the senior matriculation examination. He
attended Trinity until 1893 when he came West and attended the fall
session of the Provincial Normal School at Winnipeg that year. He
then taught in the Elkhorn Intermediate School, in Kenora, and from
1897 to 1899 lectured on mathematics in St. John's College. In the
meanwhile he was completing his arts course and graduated from the
University of Manitoba in 1896. After spending some time in com-
mercial life he re-entered the teaching profession and taught in the
Portage la Prairie Collegiate from 1901 to 1903. In August, 1903, he
succeeded Mr. W. P. Argue as Chief Clerk at the Department of Educa-
tion, and has had charge of this work since that time.

At the time of Mr. Fletcher's appointment, the schools were admin-
istered as a sub-department under the Attorney-General. The work,
however, grew to, such proportions and became so vital that in 1906 the
Department of Education was created as a distinct branch of the Admin-
istration with Hon. G. R. Coldwell, K.C., as Minister of Education and
Mr. Fletcher as Deputy Minister.

Mr. Fletcher has grown up with the work. A few figures will show
what progress has been made since he came into office. In 1903 there

[6941

PUBLIC SCHOOL MUSIC IN ONTARIO 695

were nine inspectors, 1,290 school districts, 1,584 school departments,
47 intermediate schools and three collegiates. These have increased
to 25 inspectors (apart from Winnipeg and Brandon), 1,896 school
districts, 3,043 school departments, nine collegiates, four collegiate
departments, 23 high schools and 72 intermediate schools. The school
population has increased from 66,603 to 130,275, and the enrolment
from 57,409 to 106,588. At the same time the expenditure has increased
from $1,509,276 to $4,136,495.65.

Mr. Fletcher has always believed in keeping the Department in close
touch with the people and likes to attend Trustees' and Teachers'
Conventions, school openings, etc., in order to present the newer phases
of educational problems and practice. Whilst in the nature of things
the Department is more or less removed from the actual public, he
keeps in touch with the schools at these meetings and through con-
ferences and correspondence. Mr. Fletcher's letters, while possessing
the formal dignity one expects from departmental communications, take
on a personal touch that begets enthusiasm and confidence.

Mr. Fletcher from the first has been indefatigable in his work, and
school officials and teachers always find in him a wise and appreciati\e
friend.

E. K. Marsh.\ll.

Public School Music in Ontario

A. \V. KASTOX

Renfrew ; late teacher of music in Glasgow Public Schools

RKFKRRINC} to Mr. Bottomlcy's letter in the February issue
regarding " Public School Music in Ontario". I beg to deal
briefly with his fourth question: Is there to-diiy a really sufficient
rea.son why we should have two music languages instead of one"?
In this country where music is not printed in the tonic-sol-fah, to teach it,
as an independent notation, is perhaps inadvisable, but to dispense with
it,, vocally, as a means of teaching the "staff" notation, would retard
progress in the musical education of the young and make for inefficient
readers. It is the adaptability of the "movable doh" to accurately
read and grasp the "staff" and the stripping from it of many technical
difficulties that has heretofore placed the school children of the Old
Country away ahead of those in this country and the States

Music is music, in whatever way it may he written, whether in the
"slaff", "chev6" or "tonic-sol-fah", and a teacher grounded in the

696 THE SCHOOL

latter has no new language to learn in order to teach the old notation, but
a new and easier set of characters for the language with which he is
already familiar.

I am of opinion that a teacher of vocal music in schools should possess
at least an elementary certificate as a tonic sol-fa-ist before engaged to
teach the staff. Sol-fah is the "short hand of music" and to hear an
inviting song is to take it down in the doh, ray, me s and transpose into
the staff in any key. In short, it can be successfully argued that it is
indispensable in gaining an easier, quicker, and more accurate knowledge
of the staff notation, removing as it does three fourths of the difficulties
encountered by pupils who are taught the stafif independently.

Recent Educational Books

[The books listed here have been received from the publishers during' the past month
Reviews of most of them will appear in forthcoming issues.]

La Pierre de Touclie, by V. E. Kastner. 110 pages. Price 25 cents. Oxford
University Press, Toronto. This is an attractive te.xt, of convenient size, flexible for
carrying in the pocket, with striking cover, clear type, good paper, and serviceable
binding. There is an introduction, a summary of the plot in English, full cxplanator\'
notes (32.5 of them), and a specially adapted vocabulary. The editor's work is accurate
and scholarly atid at the same time admirably meets the needs of the matriculantion
student. This edition has been authorized by the firm of M. Caiman Le\ y, the pro-
prietors of the copyright.

School and Home Gardening, hy Kar^' C. Davis. 353 pages. Price, .$1.28 net. The
J. B. Lippincott Co., Philadelphia, Pa.

First Year Mathematics, by E. R. Breslich. 345 pages. Price, $1.00 net. The
University of Chicago Press, Chicago, HI.

Geometric Exercises for Algebraic Sohiiinn, by (ieo. William Myers. 71 pages.. The
University of Chicago Press, Chicago, III.

Garden Steps, by Earnest Cobb. 226 pages. Silver, Burdett (S: Co., Boston,
Mass.

' The Cadet Manual, by Major E. Z. Steever & Major J. I,. Frink. 317 pages. Price,
$1..50 net. The J. B. Lippincott Co., Philadelphia, Pa.

be Pretnier Livre, bv Albert A. Meras & B. Meras. 200 pages. .American Book Co.,
New York, N.Y.

An Introduction to Science, by Bertha M. Clark. 494 pages. American Book Co.,
New York, N.Y.

Communilv Arithmetic, by Brenelle Hunt. 277 pages. American Book Co., New
York, N.Y.

Laboratory Manual for Introduction to Science, by Bertha M. Clark. 203 pages.
American B<x)k Co., New York, N.Y.

The Adventures of Oliver Twist, by Charles Dickens. 472 pages. Price 30 cents.
The Macmillan Co., Toronto. Edited with introduction and notes by F. VV. Pine.
One of Macmiltan's Pocket Classics.

The Soul of Democracy, liy Edward Howard driggs. 158 pages. Price SI. 25.
The Macmillan Co., Toronto.

Elementary Spaniili- American Reader, by F. B. l.uquiens. 224 pages. Price 90
cents. The ^Iacmillan Co., Toronto.

Leyendus Ilistoricas Mexicanas, by James Bardij>. 181 pages. Price 80 cents.
The Macmillan Co., Toronto.

New P'trst Spanish Book, by J. II. Worman. 127 pages. American Book Co.,
New York, N.Y.

A71 Elementary Study of Chemistry, by Win. McPherson & W'm. E. Henderson.
576 pages. Ginn & Co., Boston, Mass.

Hints for the Library

I
I

Applied Chemistry. A laboratory manual for elementary students, by Emery, Miller,
ant! Boynton, of Harrison Technical, College of Education, and Waller High school,
Chicago, respectively. Pages v+212. Cloth. 1917. 27 X20X2.5 centimetres. I^yons
and Carnahan, Chicago. Here is a novel idea, a combined manual and note boolj, to
reduce the niechanical work for student and teacher. .\11 necessary drawings are in-
cluded. Blank spaces for answers to questions (which are numerous and not involved)
are scattered through each experiment, (ieneral inorganic chemistry is covered by
forty-seven experiments dealing with thirty-two elements and some of their more im-
portant compounds: fifty-three are devoted to foods: fifteen more to advanced inorganic
chemistry. Forty-four pages are devoted to Analysis. A number of valuable tables
on such topics as solubility, hardness, specific gravity, etc., conclude the volume. This
book endeavours to solve a regular bugbear for science teachers. Could pupils be made
to live up to it, not down to it? H. A. c.

The Trail of Tecumseh, by Paul Tomlinson. Price ?1.35 net. U. Appleton & Co.,
New Vork. This book belongs to the Great Indian Chiefs Series. It is an intensely
interesting narrative of Indian warfare drawn from accurate historic data, and dealing
with the period immediately preceding the War of 1S12. The thrilling adventures of
four frontiersmen are exceedingly well told in clear, simple language easily within the
comprehension of pupils of Third and Fourth book classes. The portrayal of Indian
wiles and cunning, matched against the white man's brains and training, reveals the
fact that, "it takes a pretty good Indian to get the best of Pierre". Boys will appreciate
this fascinating volume and others of the same series, and none will be more popular
in the school library. K. J. H.

The Ancient World, by Willis Mason West, formerly Professor of History, University
of Minnesota. Revised edition, 667 pages. Allyn and Bacon, Boston. This is one of
the most attractive and readable books on this subject which has come under the notice
of the present reviewer in recent years. The material is chosen with excellent judgment;
the style is clear and the whole book should prove useful to teachers and interesting
even to young pupils. The period covered is from the earliest times down to 800 A.D.
It will be seen, therefore, that a considerable portion deals with the Upper .School
course in mediaeval history. Perhaps the most admirable feature of the book is the
illustrations of which it contains no fewer than 181 ; there are also 46 maps and plans.
This book is well worth a place in any school library. j. o. c.

Selections from Roman Historians, edited with notes by Lindley Richard Dean, Ph.D.
Assistant Professor of Latin in Darmouth C ollege, and Roy Joseph Deferrari, Ph.D.,
Instructor in Classics in Princeton University. 260 pages. Allyn & Bacon, Boston.
.•\ collection of extracts from original sources so arranged as to preserve a connecting
thread from the episode of Horatius at the Bridge to Julius Caesar. This book would be
valuable as a source for passages for sight translation with an honour Latin class, j. o. c.

A History of Rome, by Philip Van Xess' Meyers, formerly Professor of History,
University of Cincinnati, second revised edition, 242 pages, (jinn & Co., Boston and
New York. Price ?1.!2. An excellent little text covering the history of the Roman
republic, the Empire (Western and Eastern), the work of Charlemagne, the rise of Islam
and the Romano-Teutonic periods. This is all handled so briefly yet adequately that
the IxKjk should prove valuable to any teacher of ancient or mediaeval history. It is
well illustrated and most readable. J. o. c.

The Earliest Voyages Round the World, i$iQ-i6iy- (Cambridge Travel Books) edited
by P. !•". .Alexander, W..\., Hertford College, Oxford. Price i shillings. Cambridge
University Press. J. M. Dent & Sons, Toronto. The aim of this book, like the aim of
the series of which this is but one volume, is "to illustrate the history of geographical
dis<-cvery by means of select voyages and travels — usually written by the discoverer
himself or by an eye witness". The book could very suitably be used as a source book
for history or as supplementary reading for the history period. There is a useful table
of "InifKjrtant Dates in the History of Discovery". The book is a handy volume of
2(X) pages. The stories are well told and nearly two dozen maps and illustrations add
to the volume's attractiveness. Some helpful notes explanatory of places and names
mentioned in the stories appear at the back of the book. This is a good book to add to
the hi-,forir ;d ..r geographical shelf of the school library. H. D. K.

|fi!»7 1

Classroom Humour

The Right Hon. VV. F. D. Massey, Premier of New Zealand, is a big, bulky man,
with a reputation for pugnacity alike in speech and deed, qualities which lend point to
the following story:

His hobby as a statesman is education, and one day, when inspecting a school, he
announced to the pupils that he was about to test their intelligence and powers of
observation in a novel way.

" I am going ,"he said, "to perform certain actions, and you must guess what proverb
they represent. The boy or girl who succeeds first will receive a shilling."

That did it. Instantly every eye was fixed on him. First of all Mr. Massey la\'
down on the floor. Then one man came forward and tried in vain to lift him. Two
others came to his aid, and between them they raised him without any great difficult)-.

The actions were meant to represent the motto, "Union is strength." When they
had finished the Premier stepped forward and asked if any child had solved the puzzle.

At once a grubby hand shot up and an eager voice squeaked, "Let sleeping dogs lie."

The grammar school mind of Washington Heights, New York City, is as resourceful
as it is brilliant. Yesterday a fond mother called at the superintendent's office of
Public School No. 180 holding by the hand her gala-clad youngster. He was eight years
old and beamed his innocence over a wide Columbus collar and a gorgeous red Windsor
tie. His mother looked from him to the superintendent in righteous indignation as she
sought to "know why the boy, having had excellent marks in all subjects for many months,
had not been promoted.

" Why, my boy has had ' D ' and ' C ' in almost every study each month this year.
If he is not promoted, who can be?" asked the astounded mater. "Is there some
prejudice against my son in this school? If there is I shall go to the last resort to have
him receive that which is due."

When opportunity oflfered the superintendent explained that there was no con-
spiracy to submerge Willie despite his talents. He made it clear that the best marks
given at the school are "A" and "B" and the lowest "D" and "C".

The fond mother nearly swooned. "Why," she exclaimed, "he told me that
' D ' meant dandy, ' C ' meant careful, ' B ' stood for bad and ' A ' meant awful ! "

When last seen Willie was following her arm up Amsterdam avenue, with ever\
indication that he was to have an "A" afternoon. — N.Y. Herald.

Worn out by a long series of appalling French exercises, a hapless High School

mistress declared her intention of writing to Florence's mother.

Florence looked her teacher in the face. " Ma will be awful angry."

" I am afraid she will, but it is my duty to write to her, Florence. "

"I don't know," said Florence doubtfully. "You sec, mother always does my

French for me."

The teacher in the village school was enlarging on the benefits to be derived from
walking. One lad seemed particularly restive. The teacher inquired sarcastically:
" .\ow, then, Willie, have you something to tell the class? "

" Yes, sir," replied VVillie. " My father says that our washerwoman is the greatest
wal ker i n t he world . " ,

" How is that? " •

" Because she walks from pole to pole." .

[698]

Notes and News

Miss M. Alberta Watson, formerly of Strathroy, is now on the staff of
Alvinston Continuation School.

Miss Nessie N. Archer is teaching in Wardswville High School.

Ontario Departmental Examinations, June, 1918
/iDiDDle an?) tapper ScboolB

I IME TABLE

Before candidates at any examination begin writing on their first paper, the Presiding Officer (at
8.4.5-9.00 a.m. or 1.15-1.30 p.m.) shall read and explain to them the "Instructions to Candidates." —
Instructions No. 5.

r. Hour of
^^^« Examination

i

\A-AA\^ *^i,««i Upper School
Middle School , Entrance into ; Pass
Entrance into Faculties of , Matriculation
Normal Schools EducaUon

Honor & Scholar-
ship Mati iculation
(See Note 4 below)

20th '&m 9 00-11.30

June 'p.m. 1.30-4.00

Mineralogy . '

21sl a.m. 9.00-11.30

Zoology

June 'p.m. 1.3O-4.00

24th a.m. 9.00-11,30

History (Ancient) .
Chemistry

June p.m 1.30-4.00

Chemistry

Chemistry

25th am 9.00-11.30 Algebra

Algebra

Eng. Comp. and
Rhetoric

June Ip.m. 1. .30-4.00 English Comp

English Comp. . . .

English Comp. .. .

26lh a.m 9.00-11.30! Physics

Physics

History (Br.&Ca.)

June jp.m. 1.30-4.00 Hist. (Br. & Can.)

Hist. (2nd Course) |

History (Mod.).,..

27th !a.m. 9.00-11.30
June Ip.m. 1.30-4.00

Geometiy

English Literature

Geometry

English Literature .

Geometry

English Literature.

Geometry

English Literature..

28th [a.m. 9.0O-11.30
June 1

Ip.m. 1.30-4.00

1

Art (1st paper
Or Agri

Art C2nd paper)
or Agric

Greek Authors. . . .
Greek Comp

Greek Authors

Greek Accid.. etc..

Greek Authors

Greek Comp

2nd :

July a.m. 9.00-11.30

p.m. 1.30-4.00

Latin Authors. . .
Latin Comp

Latin Auth. or Spec.

English Lit

Lat. Comp.orSpec.

Histoiy of Lit. . .

Lat. Auth. Vir., etc.
Lat. Comp. Caesar.

Latin Authors

Latin Comp

3rd a.m. 9.00-11.30

French Authors

French Comp

July ip.m. 1.30-4.00

French Comp : French Comp

4th la.m. 9.00-11.30
July p.m. 1.30-4.00

Trigonometry

Hist (Mediaeval)..

History (Ist Course

.')th a.m. 9.fX>-U.30
July p.m. 1.30-4,W)

German Authors., .
German Comp. . .

German Authors... ■ German Authors. ..

German Comp

German Comp

NOTES.

1. At all examinations in Mathematics candidates should provide themselves with a ruler (showing
millimetres and sixteenths of an inch), a pair of compasses and a protractor.

2. For the examination in Art candidates should come supplied with pencils, rulers, compasses, erasers
pens, water-colours, brushes, India ink. and tracing paper. They will also need water-pans and a conven-
ient supply of water.

3. At the examination in Botany and Zoology, Honour Matiiculants and Scholarship candidates will
have practical work in these subjects,

4. Candidates fAr admission to a Faculty of Education who are also candidates for scholarships at the
Honour Matriculation examination may substitute for one or moreof the examination papers in the follow-
ing subjects of the Faculty of Education examination the corresponding examination papers in the subject
or subjects of the Scholarship examination ;

.Mathematics (■ Algebra. Cieometry, and Trigonometry). English (Literature, and Composition and
Rhetoric). History fMediaeval, and Modern), Physics, Chemistry. Biology (Zoology and Botany), Latin
fireek. French, and German.

Continued on page yo2
[699]

700

THK SCHOOL

Vast Issues Depend Upon
the Welfare of Our Boys

RUSHING "whiz-
bangs" and
screaming "coal-
boxes" are no respec-
ters of persons. You are
hit! But despite shock
and pain you still can
fice the long weary-
trudge back to drcssinj;
station. Weary, over-
wrought and depressed
you are prey to wild
imaginings of that
other coming ordeal
withthesurgeon. There
are other "walking
wounded", tco! You
must wait, wait, wait.
And then —

Up come,'* a cheerv
Y.M.C..\. man. Close
beside the HressiriK station
th? good seniTous folks at
home have enabled him
to set up a cante,»n. He
hand? you biscuits, and
chocolate or coffee.

"In thousands of cases."
writes an officer, "it was
that first hot cup of coffee
that drasKcd the man
back to life and sanity!"

The Y.M.C.A. is every-
where. You first m*et
the helpful manly Y. M.-
C.A. worker in camp,
then on train and boat,
at camp in Ensland and
in France, clo.se to tlie
firiuR line. Often he risks
his life to reach you in the
trenches. He has won the
warmest praise from mili-
tary authorities, states-
men — the King!

Will yo'i help:' This vast
orRanization of helpful-
ness needs at least
J2.2.i0.()OO from Canada.
For your boys' sake be
GENEROUS ! ! If no
comm'ttee has been or-
ganized in your com-
munity to raise funds
write to the National
Director at address below
for information about
how to orRanize .

Clieer Ui?' aiitl Thank iiittl for (he Y.M.C'.A.

Y.AV.C.A.

Red Triayiigle Fund

$2,250,000," May 7, 8, 9

Canada '\^tie Appeal

"Earn and Give" Campaign

Six thousand Canadian older bo\'s are invited to earn and
give at least Ten Dollars ($10) to the Red Triangle Fund
That means SGO.OOO in all! Splendid! Five thousand dollars
will be used for boys' work in India and China: another 55,000
for the National Boys' Work of Canad:\. and S50.000 to help
big brothers in khaki. Ask your local V.M.C.A. repre-
sentative for information and pledge card. When you have
subscribed one or more units of Ten Dollars, you will receive
a beautifully engraved certificate.

National Council, Young Men's Christian Association

Headquarters: 120
John W. Ross, iMontreal)

N'ational Cjiairman of

Ked Triangle Fund Can

Bay Street, Toronto
G. A. Warburton, (Toronto)

National Director of

Red Triangle Fund Campaign

THE SCHOOL

701

They are Fighting — Dying for YOU
What are You Doing for THEM?

IF only you could be
in France, close to
your boy, think of
the comforts you could
send him into the lines,
how you could hearten
him for the supreme
ordeal of battle.

H u I r o — t h o u sa n (i ? of
miles scpaialp you! N'ot
for you are his furloughs,
no viaits to camps for you.
no privilese of visiting
your boy in hospital, if
need l)c. Few and far
between are the comforts
you can send across the
wide «eas!

Would that you had a
friend over tliere to \>rr-
forni these offices for you!
Thank (ind. yiiu Iihv«-
thnt friend. Th.-

V.M.C.A. is ever at \'our
bo y 's side — i n ca m r*.**.
trains, boats, in t!ie .streets
of the biK city, in hospital,
behind the firinn lines —
and often riKht into the
trenches, — everywhere!

Y.7A.C.A.

Red Triangle Fund

your boys* welfare:
needed. For

precious boys, be Generous

At least 32.250.000
the sake of your

$2,250,000, May 7, 8, 9

Canada -Wjfie Appeal

" Ri)jiit on the heels of
the dashinR Canadian
soldiers at Vimj- Ridse
the V.M.C.A. men were
serving out biscuits and
chocolate to the tired,
men", said t he dispatches.
The General wa*< enthus-
iastic and recoTu mended
one of the \'.M.C..\. men
for the Mtlitari" Cross.

Think of the tremendous
cost of biiildiuK and
maintainiuK huiulr'^ds of
huts with all the thou-
sand and one ro m forts
that must be provided.
What will you Rive to
show that you rare for

M'AH MCIHK SUMMAKY.

There are:

— Oti blanches of Canadian

Y.M.C.A. in France.

— 79 branches in England.

— Dozens of V.M.C..\. dug-
outs in forward trenches un-
der fire.

— Over lOOpianosin England
and France; also 'iOfi gramo-
phones and 27 moving picture
machines.

— Y.M.C.A. helps boysin hos-
pitals.

— More than (10.000 cups of
hot tea and coffee distributed
daily in Fnince— free. Esti-

mated cost for S months,
348.000.

— 1.50,000 magazines distri-
buted fiee every month. (Es-
timated cost 315.000.)
—3125.001) used in Hil7 to
build huts in France.
— Y. M.C.A. sells many need-
ful things to soldiers for their
convenience. Profits, if any, all
spent for benefit of soldiers.
— Service to boys in Camp
liospitals.

— Out of Red Triangle Fuiul.
S75.000 to be contributed to
the War Work of the
Y.W.C.A.

National Council, Young Men's Christian Association

Headquarters: 120 Bay Street, Toronto

John W. Robs, (Montreal)

NatifdKil ( tiairman fii

ki-d Trianylf Fund raiupaitiri.

G. A. Warburton, (Toronto)

N.ltir.Ilal IJirc. ti>r «f

Red Triaiiiilc Fund CampaiRll.

702

THE SCHOOL

Dr. A. M. Scott, Superintendent of Schools, Calgary, Alberta, wishes
to secure a copy of the "Addresses and Proceedings of the Dominion
Educational Association Meeting" held in Toronto, 1895. Any reader
of The School who can furnish this, or information regarding it, will
confer a favour by communicating with the Superintendent at Calgary.

Miss Christine McLean, a recent graduate of Calgary Normal School,
is teaching at Shepard, Alberta.

Ontario Departmental Examinations, June, 1918
Xower Scbool

TIME TABLE

Before candidates at any examination begin writing on their first paper the Presiding Officer (at
8.45-9.00 a.m. or 1.15-1.30 p.m.) shall read and explain to them the "Instructions to Candidates." —
Instructions No. 5.

Date

Hour of
Examination

Lower School

For Entrance into

Normal Schools

and Faculties of

Education.

Model Entrance

and Senior -
Public School
Graduation

Senior HighJSchoo!
Entrance

English-French
Model Entrance

14th
June^

a.m. 9.00-11.30
p.m. 1.30-4.00

English Grammar
Br. & Can. Hist.

English Grammar
Br. & Can. Hist.. .

English Grammar
Br. & Can. Hist.. .

.Agriculture and
Horticulture

17th
June

a.m. 9.00-11.30
p.m. 1.30-4.00

Arithmetic

Geography

Arithmetic

Geography

Arithmetic

Georgaphy

Man Training or

Household Sc

Book-keeping and
Writing.

18th
June

a.m. 9.00-11.30
p.m. 1.20-3.50
p.m. 4.00.40.40

Elementary Science

.^rt

Spelling

Elementary Sc —

Art

Spelling

Elementary Sc Elementary Sc

Art (Canadian Hist

Spelling.. L...

19th
June

a.m. 9.00-11.30
p.m. 1.30-4.00

Book-keeping and

Writing

Manual Train., or
Household Sc. . . .

Book-keeping and

Writing

Manual Train., or
Household Sc. . . .

Book-keeping and

Writing

Manual Train., or
Household Sc

Art

English Comp

20th
June

a.m.. 9.00-11.30
p.m. 1.30-4.00

Agric. & Hort

Agric. & Hort

English Comp

Agric & Hort

English Comp

Arithmetic

English Literature..

21st

a.m. 9.00-11.30
a.m. 11.40-12.30
p.m. 1.30-4.00

Algebra & Geom.

Algebra & Geom. . .

June

Spelling

English Literature

English Literature.

Cieography

a.m. 9,00-11.30
p.m. 1.30-4.00

Shorthands Type-
writing

(Graduation only)

24th
June

French or German

Fiench Comp

NOTES.

1. For the examiiuitions in Geometry and Manual Training candidates should provide themselves
with a ruler (showing millimetres and sixteenths of an inch), a pair of compasses and a protractor. For
Manual Training a drawing board, tee-square and two set squares will also be required.

2. For the examination in Art candidates should come supplied with pencils, rulers, compasses, erasers,
pens, watej-colours, brushes, India ink, and tracing paper. They will also need water-pans and a con-
venient supply of water.

3. For the examination in Book-keeping and Writing candidates should come supplied with rulers.

4. The examination in Reading may be taken between 11.30 and 12a.m., or between 4 and 5 p.m.. or
at such other times as will cause least inconvenience to the candidates.

H. E. Thompson, formerly of Springfield, is Principal of the Con-
tinuation School at Bridgeburg.

E. W. J. Bowes of London has enlisted wfth the R.F.C.

Acting on the Regulations of the Ontario Department of Education,
the Oxford Teachers' Institute has established branch libraries for the

Continued on page 704

THE SCHOOL 703

•STAND STEADFAST"

-ONTARIO

ONTARIO'S COAT OF ARMS.

Our Provincial Motto — " Ut incepit fidelis sic permanet." freely translated
means. " As we commenced, so we remain faithful." or " Faithftll to the end." In other
woids it means, "Let us all STAND STEADFAST this year and the years to come."

ONTARIO MUST KEEP HER PLEDGE!

**Tlie AllieM* larder ts dangorouNly empty
but yve are 'rarryini^ on* in the resolute belief
that we can rely on the people of North America
to prevent our Food Supplies from becoming so
diminished as to imperil the issue for which we
are figlitini^.'* — Lord Rhondda.

What Teachers Can Do To Help

Give Leadership in National Service.

Stir your pupils to answer the call of Britain and our Allies for food.

Have a School Fait or Garden Exhibit in September of October.

Teach lessons on gardening or arrange for talks at the school by practical gardeners.

Don't let pupils grow an over-abundance of vegetables that cannot be used locally
or stored for Winter use.

Write for a quantity and distribute bulletins on Vegetable Growing from the
Department of Agriculture at Toronto and Ottawa in the schools and discuss them with
the pupils.

Arrange for instructions on canning, drying and preserving so that there will not
t)e any undue waste.

Carry out a food-production School Garden in the school grounds or nearby, or
have every pupil cultivate a Home Garden.

Visit the children's gardens once at least before holidays and arrange for some
supervision through the holidays.

Discourage pupils from idle holidaying. Lead them to realize that in these anxious
times Canadians must not be slackers.

Arouse your community to action by lessons taught to the pupils, by distributing
literature, by arranging for public meetings in the schools.

Have gardens of your own oi enlistfor the holidays with the Ontario Labour Branch
for fruit-picking and other farm service.

Assist groups of pupils to undertake community gardening schemes on vacant
lands foi potato and bean production. ^

impress every boy and girl who is old enough to handle a hoe with the seriousness
of the food situation and the obligation there is on everyone to grow part of his or her
own food needs.

Encourage older boys to enlist for farm service as Soldiers of the Soil and younger
boys to give their help in hoeing turnips, pulling flax, etc.

Co-operate with the local Food Production Committee, Horticultural Society, or
Organization of Resources Committee in organizing the boy and girl forces oi the
community for gardening or farm help schemes.

iMHiicd by Ori^niii-Anlitin of ReHOurce** CViiiimittee, in co-operation with the
Canada FoofI Board.

When writing advertisers, please mention THE SCHOOL.

704 THE SCHOOL

use of its members at the following places: Princeton, Drumbo, Piatts-
ville, Tavistock, Harrington, Embro, Thamesford, Kintore, Beachville,
Tillsonburg, Browns\ille, Otterville, Burgessville, Norwich, Ingersoll and
Woodstock. Mr. \V. Munro, Woodstock, Secretary-Treasurer of the
Institute, is in charge of library arrangements.

A LARGE PUBLISHING HOUSE has a good position vacant for a
teacher possessing at least matriculation standing with knowledge
of typewriting mot stenography i, who wishes to leave teaching for
business. State experience.

.\cldr(ss, Drparduriit 1', 'Cbc School, .'i71 Itlixtr SIrool >Vesi(, Toronto.

Readers of The School will be interested in the Y.M.C.A. adver-
tising which appears on pages 700 and 701 of this issue. Too much can
scarcely be said of the good work that is be'ng done for Canadian slldiers
by the Y.M.C.A.; and, of course, anything that makes for the welfare
and the comfort of the men overseas has the hearty appro\al and the
unreserved co-operation of the members of the teaching profession in this
Dominion. The advertisements already referred to gi\e the particulars;
ways and means of assisting in this most deser\ing campaign will readily
suggest' them.selves.

It is hoped that the advertise-
ment on page 703 of this issue will
be carefully and thoughtfully read.
The present is a time when crisis
succeeds crisis, and there is no dis-

SIX ASSOKTKD COPIES of hifih
4^rade iilipet iiiUHic and f^eneral
catalogue of vocal, instrumental
music and popular songs, all for 25
cents postpaid. Ilonie & Office
Supply Co., Box ll'l, Montreal.

guising the lact that the food crisis is alarming beyond expression. It
is absolutely essential that e\eryone do everything possible to ward oft
the danger of world famine.

Alberta.

In the matter of salary in an ungraded rural school in Alberta a
record was probably made by Miss Grace Guthrie who received $1,200
a year for three years in succession in the Success S.I). No. 2034. a purely
rural agricultural district.

Wm. Gray, B.A., of the Lethbridge High School staff has accepted
a position on the staff of the C\)llegiate Institute, Calgary, to succeed
G. S. Lord, B.A., recently appointed Inspector.

W. R. Baker, B.A, Principal of the Medicine Hat High School has
resigned his position to join the colours in April.

There were 11,140 pupils enrolled in the 1-^dmonton Public Schools in
1917. l-.iglil new rooms were opened the first of February- to accqntmo-
date the increase in the school population which for January was 552
in excess of that of the corresponding month in 1917.

Continued on page 706

THE SCHOOL 705

# . %

QUEEN'S SUMMER
SCHOOL

KINGSTON ONTARIO

The Ninth Session opens July 10, and closes
August 21. 1918.

Classses will be offered in English, French, Latin,
English History, European History, Mental and Moral
Philosophy, Mathematics, Physics, Geology and Miner-
alogy, Chemistry, Animal Biology, and Botany.

The work given is of value for a degree in Arts, for
High School Assistants' and Specialist's Certificates, for
First Class Public School Certificate, for Public School
Inspector's Certificate, and for all persons wishing to
broaden their knowledge, improve their scholarship, or
spend a vacation under cultural influences. Conditions
of work and recreation exceptionally pleasant.

Fees and Expenses of Living very moderate.

For the Summer School Announcement write to
The Registrar — Queen's University, Kingston.

When wilting advertisers, please mention THE SCHOOL.

706 THE SCHOOL

Miss M. H. Villy who attended the Calgary Normal School last
fall is at present teach-ing in the Linden S.D., near Swallwell on the C.P.R.

L. H. Luck, Principal of the Connaught School, Calgary, has been
granted three months' leave of absence on account of ill health.

George Cromie, head of the commercial department. Medicine Hat High
School, is giving up his position at Easter to go on his farm near
Regina.

Miss Mina Norton of the staff of Victoria Prevocational School,
Calgary, was recently married to Gunner F. C. Lowe, 78th Battery.

Arrangements have been made with the School Boards in Calgary
and Edmonton for the maintenance of special classes under specially
trained teachers for the education of children who are found backward
in their studies. The Department of Education has stated its willingness
to pay half the salary of such special teachers. These classes will not
exceed ten to fifteen pupils as it is felt that the smaller number of such
pupils is all that a teacher can handle to good advantage.

Miss Janet W. Morrison, who has been connected with the Medicine
Hat schools for a number of years, and who has recently filled the position
of Principal of Toronto Street School, has been granted leave of absence
until September to recover her health.

The maximum salary for grade teachers in Calgary has recently
been raised from $L100 to $L200 per annum and that of household
science teachers from $L200 to $L300.

Five Public School buildings in Edmonton are being used by church
clubs in which the Canadian Standard Efificiency Test Programme is
being worked out. Voluntary leaders are provided by the churches and
the buildings and their equipment are given without cost, the only
expense in connection with the work being the janitor's fee. The plan
is working well and possesses some very interesting possibilities. The
school board is working co-operatively with the boys' work committee,
and it is hoped that this extension work may develop into an effort of
greater magnitude and influence.

Miss Bertha M. Samis, a recent graduate of the Camrose Normal
School, is- teaching in the Bittern Lake S.D., a short distance from
Camrose.

Miss Florence Bennett, for two years teacher in the Connaught School
Calgar>-, has been accepted, along with three other Calgary girls, to go
overseas to do ambulance driving in France. These young ladies have
just completed the St. John's Ambulance training, and also a course in
motor mechanics. ."

The Go\ernment of Alberta has decided that the minimum salar\-
for teachers in rural ungraded schools shall be $70 per month or $840

Continued on page 70S

THE SCHOOL

707

REMOVE SKIN BLEMISHES IN THE SPRING

Spring is the time when complexions need the most careful
and thorough investigation. It is the ideal time for clear-
ing up skin troubles and blemishes of all kinds. Take a
mirror and look at your skin in a good light. If you see
any PimpUs, Blackheads, Wrinkles. Crow's Feet, Undue
Redness, etc., you should call at our Institute for FREE
consultation. Those living out of the city can order our
preparations by mail and they will be sent on receipt of
price to any address, with full instructions for home use.
Write us for consultation by letter FREE.

Princess Complexion Purifier ... J] .50

Princess Skin Food . - . . . 11.50

Princess Hair Rejuvenator - - - - 11.00

Princess Nerve Tonic and Blood Builder . 11.00

SUPERFLUOUS HAIR PERMANENTLY REMOVED

by ELECTROLYSIS, the only permanent method — our
specialty for 25 years. Write for Booklet "G".

THE HISCOTT INSTITUTE, Limited

59H COLLEGE ST. - - . TORONTO

LANTKKNS AND SLIDES

WRITE FOR PRICES

McKAY SCHOOL EQUIPMENT

615 YONUE ST.

TORONTO, ONT.

When writing advertisers, pleaae mention THE SCHOOL.

708 THE SCHOOL

a year. In certain special cases, however, school boards may engage
teachers at a less salary.

The following letter from Lieut. -Col. Nelson Spencer to Superin-
tendent Hay of Medicine Hat will be of interest to very many Alberta
teachers: "Night before last Lieut. Cameron was shot through the
breast and instantly killed while scouting in No Man's Land, and to-day
we laid his remains to rest in a little graveyard, about four miles from
where he met his death. He had just recently rejoined his battalion
from the 21st Reserve Battalion at Bramshott Camp. He was sent to
the latter place after recovering from wounds which he received in the
Passchendaele Row. Col. Bell and all the officers of the unit feel
Cameron's death very keenly. He was cheerful, brave, very venture-
some, and always considered others' comfort and welfare before his own.
Since his return to the unit he had been acting as scout officer and doing
good work. You will have seen that he had just been decorated with
the D.S.O. His brigadier tells me that had he had another witness he
would have got the Victoria Cross. He was the same good-natured,
boyish individual as when he had charge of the school at the Hat."

Manitoba

The Manitoba teachers met in annual convention on April 1st to 4th.
The attendance was large. In next issue there will be further reference
to this event.

. During the last 112 weeks there have been established just 112 new
schools in Manitoba. These new buildings together with additions
to old ones provided accommodation for over 4,000 children of school age.

On March 19th, Hon. R. S. Thornton, Minister of Education,
officiated at the forrhal opening of a new consolidated school at Eden.
This is a new consolidated school district and the building is a four-
roomed structure of recent type with complete equipment for the broader
training now demanded from our schools.

Educational work in Manitoba is facing a crisis owing to the increas-
ing shortage of teachers. The matter was seriously considered at tlje
convention of trustees, held in Winnipeg a short time ago. Mr. Ira
Stratton, official trustee, declared that unless higher salaries are paid
and better accommodation is provided the rural schools will have a
momentous situation. During the past two years many teachers have
been attracted to Saskatchewan and Alberta by the larger salaries paid.
The convention finally adopted a resolution advocating higher salaries.

The University of Manitoba and the Agpicultural College have under
consideration a new course leading to a degree, whereby a girl may take
part of her work in the University and the balance at the Agricultural

Continued on page yio.

THE SCHOOL 709

TERM EXAMINATIONS

BOOKS THAT EVERY TEACHER & SCHOOL LIBRARY SHOULD POSSESS

Books on the WAR are legion, but there are very few books on the
PERSONALITIES that have been and are still identified with the
activities of the War. Mr. A. G. Gardiner has established an
international reputation through his character sketches that have
appeared in "The Daily News" of London for some years and
the best of which are to be found in: —

"WAR LORDS"

"PROPHETS, PRIESTS AND KINGS"

"PILLARS OF SOCIETY"
Illustrated cloth bound books, silk book mark 50c. each. The
Three will be sent to any bona fide teacher or library for $1.25
postage paid.

Another book of CHARACTER SKETCHES but of CANADIANS.
By Augustus Bridle [Managing Editor of "The Canadian Courier"] who
has been aptly styled "The Gardiner of Canada". The book has
34 Biographical Sketches, 16 illustrations from Original Drawings.
By F. Challener, O.S.A., R.C.A,, and the Ontario College of Art.
Cloth bound, Published at $1.50; we have a few left, which we
will send to bona fide teachers at 85c. postage paid.

A book that has the hearty endorsation of The Ontario Depart-
ment of Education

"THE POST OF HONOUR"
The most successful educational book of the year.

It contains stories of daring deeds done by men of the British
Ejnpire in the Great War. Many told in their own words, and
and others edited and retold by that skilful story-teller, Dr. Richard
Wilson. Cloth bound and illustrated 25c., postage 5c.

Issued by the Publishers of
"EVERYMAN'S" and "WAYFARER'S" LIBRARIES

J. M. DENT & SONS Mt ^ztlt t TORONTO

Whfn writing H'ivf-rtiscrs, please mention THE SCIIOf)!..

710

THE SCHOOL

College. By this scheme the student will spend the mornings at the
University, taking up such subjects as history, logic, literature, political
economy, and in the afternoons spend the time with such subjects as
dressmaking, textiles, chemistry, food, cooking, and so forth at the
Agricultural College. It is hoped to have the new course ready for the
opening of the fall session.

The Brandon Teachers' Association met on March 27th when the
following officers were appointed: President, Alfred White, Superinten-
dent of Schools; vice-president, F. A. Wood, Principal of the Wheat
City Business College; secretary-treasurer, Miss Reid, of the Normal
School; representatives to the Social Service Council, Rev. T. Ferrier,
Miss N. M. Moore and B. J. Hales, M.A.

lHh LaJNSOLIUAIKIJ ^CHOOL DlSJklCl UK KOXWARBEN, Ma.N.

The New Building completed in December, 1917.

At Foxwarren on December 19th was opened one of the finest schools
to be found anywhere. Foxwarren is a live little burg with a population
of about 230, but on account of consolidation they have been able to erect
a solid brick school costing $50,000, in a school plot of ten acres which
will be used for playgrounds and gardens. The building is lighted by
electricity, heated- by steam, and fitted throughout with the most
modern sanitary plumbing and ventilation. It is a fine example of
school architecture and school equipment, and was made possible,
through consolidation and a live public opinion which demanded the
best for the boys and girls. Hon. R. S. Thornton, Minister of Education,
who was present on the occasion of the formal opening, declared that
"it is the newest, and finest, and most complete school in the Province,
an inspiring example to trustees and ratepayers, and a landmark in the
history of education in Manitoba."

Vol. \'I. TORONTO, JUNE, 1918 No 10

I

' ^ Recti cultus pectora roborant "

Editorial Notes

A Larc-er ^" *^^ May issue of The School Principal

Administrative
Unit.

McNally made out a strong case for the larger
unit in the administration of rural schools in
Alberta; at the O.E.A. the Inspectors' section
seemed to be unanimous in urging the same reform; in Saskatchewan the
exfjert who made the recent survey recommends the larger administra-
tive unit. So far, no educationist seems to have expressed himself as
being opposed to the change demanded. Teachers might test the feeling
of rural communities by discussing the matter with their trustees and_.
by asking their opinions of the article mentioned.

That some reform is necessary in the present rural school system
in all Provinces of this Dominion everyone who has studied existing
conditions will admit. As to what change or changes are necessary
there will, of course, be differences of opinion. Many maintain that
consolidation of schools will solve the problem. And certainly there is
much to be said in its favour. Think of the ten or more little rural
schools in most townships; the attendance from five to forty; five, six
seven, eight, nine, or ten classes in each school; one teacher trying to do
justice to all these grades. Eight classes are engaged in 'seat-work'
while one class is reciting. What a tremendous waste of time! It is
impossible that all members of those eight classes are fully and profitably
employed while the teacher instructs the ninth class. One who has made
a careful investigation estimates that eighty-five per cent ^f the rural
pupil's time is spent in 'seat-work' and that most of this work lacks
purpose, sequence, motivation. Again, think of the multitudinous
subjects in which one teacher must instruct all these classes. Some will
certainly be neglected for lack of tjme, lack of interest, or lack of ability
on the teacher's part. And in addition to the traditional subjects and
some 'newer' subjects, there is agriculture and there is school gardening

(7111

712 THE SCHOOL

for which the teacher may be poorly equipped by inclination or by
training. Is it any wonder that the present system is accused of educat-
ing children away from the farm?

Imagine those ten little schools merged into one larger school of
four rooms. Now there are only two grades in each classroom ; only one
class is engaged in seat-work while the other class recites; special atten-
tion to individual pupils is now possible; no time need be wasted. At
least one teacher on the staff is particularly interested in agriculture
and school gardening and takes the supervision of that work. Time and
energy are conserved; discipline is in many respects better; the children
are educated for the farm, not away from it; and (oh! happy result!)
salaries are larger and teachers more competent.

But the consolidated school is slow in coming and the administrative
system of small independent school sections seems to be the chief ol^stacle.
No section wishes to be deprived of its own 'little red schoolhouse '
no matter what the prospective advantages or the prospective economies.
Perhaps, if it had been the custom or the law that the inhabitants of each
city block should elect three school trustees of their own, there might
now be a little school in the centre of every block in every city, each
with its own teacher and with all the grades represented!

Advocates of consolidated schools maintain that the larger adminis-
trative unit is essential to the betterment of rural school conditions.
Are there any disadvantages in the consolidated system? Will opponents
of the scheme send their objections to this journal so that the matter
may be fully discussed?

_, _ To the teacher's conscience (and there is no

The Long • • . . , . s

,. .. conscience more sensitive than the teachers)

Vacation. . ., ... , -'

the problem ot this year s vacation comes more

forcibly than in any year in the world's history. Is the word 'vacation'

to drop entirely from the teacher's vocabulary? It would appear so.

After ten months of toil than which none makes greater demands on the

nervous system, after ten months spent in a classroom more or less

(usually less) hygienic, after ten months spent in encouraging, urging,

guiding, restraining numerous budding citizens, may not the weary

teacher rest?^ Not for long. Before the war (how long ago that seems!)

it was believed that an occasional teacher spent the whole two months

in a state of absolute rest. That is no longer possible. The Canada

Food Board in its advertisement in the May number of The School

suggests how teachers may help in the present crisis. And teachers

will respond as they always do and always* have done. Then, in all

Provinces, the Summer School beckons to those who wish to improve

their status as teachers and the State, especially at this time, requires

EDITORIAL NOTES 713

the very best that teachers can qualify themselves to do in their own
profession. Health, too, for next year's work must receive due con-
sideration. Health, food production, improved attainments — these
three, in varied order of importance, present their urgent claims for
valuation; and for himself or for herself the teacher decides. If room
is to be made for all there are two busy months ahead!

„, J "What is so rare as a day in June? Then, if

„ .. ever, come perfect days." So perfect are June

days that frequently a feeling of languor steals
over the classroom, affecting teacher and pupils alike. Perhaps it is in
High School; all the work has been thoroughly covered; the responsibility
is now on the students (and it sits lightly there) ; deadening reviews are
the order of the day; it is difficult to be enthusiastic and energetic.
Perhaps it is in Public School and the stress of examinations is not so
potent; the children are restless, anxious for long intermissions and
unending games; the weather is 'too nice' for indoor work.

But there is really no excuse for this inertia, for imagining that June
is the 'fag end' of the year and that it counts for little. One's duty is
not performed by merely 'keeping school' this month. It is criminal
to waste time when there is so little of it for the immense amount of
work that waits to be done. Is there not a new book that will throw a
different light on the subject in hand and will make the review seem like
a new lesson? Is there not some subject that has been neglected or has
been treated as a 'side issue' during the year? Now is the time to
concentrate on that subject. Are there not many new things, many
interesting things, to be done in June? The teacher who takes the
trouble to crowd this last month of the year full of useful, profitable
activities will enjoy every day of it — and the one who lets things 'drift'
will feel that June is interminable.

„ . , Yes, it is a temptation, and it seems a hard-

_, . . ship, when a contract has been made to stay in the

Contracts. "^ , , ... c cc^

same school next year with an mcrease ot htty

dollars and an opportunity for a hundred-dollar increase in a new school

looms up. But a contract is a contract. Usually there need be no

great hurry to make one. Once made, the ethics of the profession

demands that the contract be kept, no matter what the temptation to

break it. Let it not be said that teachers regard contracts lightly.

And it is worth while to stay in the same school another year. A

teacher with a reputation for good work in the same school for three

successive years i'^ rf-ady for almost anything the profession has

to offer.

714

THE SCHOOL

Grammar School ^ "^^^ ^f ^^f!?''"? advertisements from the
Masters Wanted Toronto Globe of October, 1849, need no comment ;
fin 1849) ^'^^ interesting features are suflficienth- obvious.

However, one cannot help wondering what took
place at Prescott when all the applicants for the vacant position had
assembled.

Grammar School Masters Wanted

The Trustees of the Grammar Schools
in the Home District are ready to receive
applications for the situations of Master
in the three Schools about to be estab-
lished in the villages of Newmarket,
Streetsville, and Whitby, respectiveU-.
The sum of £75 (e.xclusive of fees from
pupils) will be given to every one of the
appointed Masters for the remainder of
the year 1849.

Application to be made (if by letter,
post-paid) to

Rev. H. J. Grasett, M..'^.,
Chairman, Board of Trustees.
Toronto, October 12th, 1849.

Evidently there was not much specialization in the early Grammar
Schools. A master was expected to teach any subject on the curriculum.
How would the salaries now paid in High Schools compare with the
remuneration offered by the Home District Board? It is quite apparent
that the trustees of those by-gone days practised economy — it was no
part of their design to pay the postage on applications!

Wanted.
A Qualified Teacher for the Prescott
Grammar School. Applications may be
made (if by letter, post-paid) to Alfred
Jones, Esq., or to Rev. R. Boyd.

Candidates are requested to attend on
Saturday, the 20th inst., at the Prescott
Grammar School house, at the hour of 3
o'clock p.m.

A. JoxES, Chairman,
R. Boyd, Secretary.
Prescott, October 8th, 1849.

Choosing Subjects for Composition

PROFESSOR O. J. STEVENSON, M.A.,
Ontario Agricultural College, Guelph.

D.PAED.

A FEW years ago, when a long list of composition subjects appeared
in The School, there was a "run" on that particular numljer,
and the same thing happened the following year when the list
was reprinted. The evidence in both cases pointed to the fact that
many teachers find it difficult to think of suitable subjects and are glad
to avail themselves of a ready-made list. And yet, to the teacher who
goes at his task in the right way, a ready-made list must always prove
less satisfactory than one which he makes for him.self.

CHOOSING SUBJECTS FOR COMPOSITION 715

The chief reason why some teachers fail to provide good subjects
is that they do not spend enough time in the search, and do not study
the personal interests of their pupils. In choosing subjects for High
School classes I used to follow a systematic plan. When the time came
to make up my list I used to ask myself such questions as these : What
is the chief topic of interest in the newspapers this week? Has any
important event taken place recently in the town or city? Has the
weather been unusual? Is there any holiday or local celebration of
special importance, close at hand? What are the boys interested in at
home? What are the girls interested, in? What sports do the boys and
girls engage in? What farm operations are taking place at this time of
year? What industries or activities of the town are these pupils in-
terested in? Is there anything of special interest in the history or the
literature that I can send them to the library to look up? By means of
these and similar questions I scanned the horizon weekly, and I entered
my list of subjects up in a book kept for the purpose. It must not be
inferred, however, that my choice of subjects was left until the last minute.
The teacher of composition must always be on the alert, with both eyes
open for good subjects; and in most cases it took me only a few minutes
to make my list because I had already made note of my subjects, on the
way to school, at the skating rink, while reading the newspaper, when
out ffjr a walk in the country, whenever anything came to my notice that
could be utilized as a subject.

And even after a list has been made for the class as a whole, there is
sometimes a boy or a girl in the class for whom special provision must be
made. I shall not soon forget my experience with a boy who could not
write, or thought he could not, on any of the subjects I had given him.
I have no doubt now that he was quite right. If he really had nothing to
say on any of the subjects how could he write? Anyway, no threats of
loss of marks or other penalties on my part could move him. Finally,
after he had missed several compositions I said to him, " I have a special
subject for you, Frank; tell me all you can about the little ravine that
runs behind your house". The effect was magical. He knew that
ravine and loved it. The song sparrows were earlier there in springtime
than anywhere else; the white-throats always lingered there on their
way north and sang their song of ' Canada '. The hepaticas and trilliums
covered the hillsides, and the bloodrdot bloomed in the moist corners
of the little valley. For him every tree and every fallen log had a history
of its own. PVom that day forward I never had any trouble with Frank
except that I had to repress his natural tendency to write 'flowery'
compositions.

But it is not enough to choose your subjects carefully; you must .see
that they are worded in such a way as to appeal to the pupil. It is

716 THE SCHOOL

a mistake, in the first place, to make your subjects too broad and too
abstract. Such a subject, for example, as "Canada in War Time" is
too general. The field is so large that the pupil does not know where
to begin, and if he does write on it he is sure to make general statements.
Some one phase of the subject should be chosen, as, for instance, "How
Canada raised her Army ", or "What our town is doing to win the War".
And it goes without saying that the subject should be made as persona!
and as concrete as possible. It is not an easy matter to write on "Our
Wheat Harvest" or even "A Field of Wheat"; but a school boy will
write with a good deal of interest on "The Day I Drove the Binder".
A pupil is naturally repelled by such a subject as "The Value of an
Education"; but he will debate the subject as to whether it is better
for a boy or a girl to go to High School or take a position in a drygoods
store. Last week I wished to give as a subject for a first-year class
"The advantages of a course at the O.A.C."; but instead of wording it in
that form I asked them to write a letter to a chum at home to persuade
him to attend the O.A.C. next year.

Out of curiosity I have just turned up the book in which I entered
the subjects assigned to composition classes in my first year of High
School teaching, and the sight. of it makes me shudder! Here are the
first twelve subjects in the list: A Drive Across the Country; Super-
stitions; The Necessity of Ideals; Habit; An Old Bridge; The Choice of a
Profession; Recent Advances in Photography; The First Frost; A Public
Holiday; The Study of Botany; The Corner of a Market Place; The
English Sparrow. It is no wonder that the boy Frank, of whom I have
spoken, set his teeth hard, with a look of grim determination, and said,
"I can't write on any of them subjects". And yet to my knowledge
there are schools in Ontario in which just such subjects are still given.
The possession of a university degree is no guarantee that the teacher
is likely to be sane and sensible in assigning composition subjects.
Sometimes there are assigned to ten-year-old country children subjects
upon which the graduate in philosophy would find it difficult to gather
sufficient material to fill a foolscap page. It is sometimes more blessed
to give than to receive. Before assigning a subject to a class it is always
worth while to ask yourself whether you could write a composition on it.

One kind of subject that is run to death, usually by the ill-prepared
teacher, is the reproduction story; and the worst of it is that the stories
for reproduction are, more frequently than not, unsuitable. In most
cases it is difficult to conceive of any great enthusiasm being aroused on
the part of the pupil in retelling the story; it isj-'cauld kale rehet ".

Two years ago when visiting at a farm house in Western Ontario
I asked the eight-year-old boy (in the Second Book) whether he had to
write any compositions. "Yes", he said. "The teacher read us the

CHOOSING SUBJECTS FOR COMPOSITION 717

story of King Lear to-day, and we had to write it." King Lear!! What
interest has an eight-year-old farm boy in King Lear? He was inter-
ested in the colt which his father had given him to take care of, in the
transplanting of a bed of strawberries which his uncle from the city had
undertaken to superintend, in the kinds of weeds that grew in the bean
field which he was helping to hoe, in the katydids that kept up an
uninterrupted duet all night long in the trees in front of the house, in the
raccoon that visited the farm yard one rainy night, and in the hen-hawk
and the weasel that killed his mother's chickens. He could have written
a small volume on these and similar things at the farm, but he struggled
for a full half hour to get a single sentence of the story of King Lear
which the teacher, fresh from the training school, had required the class
to reproduce. As a matter of interest, I drew up that afternoon a list
of subjects on which it seemed to me the boy or girl in the rural school
might have something to say. The list is imperfect, but it may contain
suggestions for the mral school teacher who has hitherto overlooked the
"rural " interests of her boys and girls.

1. The Colt. 2. How to tell a Beech from an Elm, or a Maple. 3. Gathering
Nuts. 4. Weeding the Garden. 5. Our Turkeys. 6. Putting up a New Fence.
7. A Good Barn. 8. Potato Bugs (what they are, how to get rid of them, etc.). 9.
The WocKJ-pile. (Where we get the wood, the kind of wood, etc.). 10. The Com-
monest Weed in Our Fields. (What it is like, how we get rid of it, etc.). 11. How the
Farm .'\nimals go to Sleep. 12. Loading and L'nloading Hay. 13. Summer Fallow.
(What is it? Why is it necessary?) 14. Making Bread. 15. The Cream Separator.
(What it is like. What use is it? What trouble is it?) 16. Barbed Wire Fences.
(What they are like. What use are they? etc.). 17. Some different kinds of Farm
Gates. 18. Apple Pie. (Getting the apples, making the pie, etc.). 19. Getting up
at Daylight. 20. The Day the Storm Came. 21. Efderberries. (Where they grow,
what they look like, etc.). 22. Doing the Chores. 23. Our Collie. 24. A Wormy
Apple. (How the worm comes to be there). 2.5. When the Lightning Struck the
Tree. 26. The Disk Harrow. (What is it like? How it works). 27. A Wood-
chuck's Hole. 28. Getting the Horses Shod. 29. Signs of Rain. 30. Filling the Silo.
31. A Bat. (What it looks like. Its habits). 32. A Lantern and a Lamp. (The
difference in appearance and use.) .33. Indian Turnip. (The flower, the seed, the
taste.) 34. -How I Climbed the Tree. (Why I climbed it. The difficulty. How
I got down.) 3.5. Clover, Alfalfa and Timothy. (The difference.) 36. A Rotten Log.
(What it fooks like. What makes it rot, etc.). 37. Pop Corn. (What the corn is like.
Howit is pop[)e(l. How it is served.) .38. The Day 1 fell into the Creek. 39. Making
Taffy. 40. Our Telephone. 41. Drilling for Water. 42. Gravel. (What is it?
How it is used. Where do we get it?) 43. The Brush Pile. (What is it made of?
What is under it? The birds and animals. How it is burned.) 44. How we Scrubbed
the Floor. 45. The Old Mare. 46. Barn Swallows. (What they look like. Where
they build, etc. 47. A Horse's Harness. (The different parts and their use.) 48.
Some of the Thieves that Rob the Farmer. (Insects, weeds, animals, etc.). 49. The
Incubator. (How it works.) .50. Making Pickles. 51. How I groom the horse.
.52. The Vines on our House. (Kind, when planted, what they look like.)
.53. Gathering the Eggs. .54. The Day I went to the Mill. 55. Husking Corn. 56.
A Stile — How it is mafle. 57. The Wind Mill. (How it works. What use it is.)

718 THE SCHOOL

58. The Way Our Farm is Drained. (The tile ditch, the open drain.) 59. The Straw
Stack-. (How it was built. The animals that use it, etc.). 60. Horse Chestnuts.
(The tree, the flower, the nuts, the name).

Note to the Teacher — These are only suggested subjects. Every pupil has exper-
iences of his own about which he may prefer to write. If the whole list is posted up
pupils may be able to choose any one that suits them. They should be given a chance
to talk over their subject at home before writing. The teacher will need to talk to each
pupil separately, and find out what his experiences are and perhaps suggest how he
should begin. The pupil should be left to plan his worlc in a natural way and should
write as much or as little as he pleases. In some cases one paragraph may be sufficient.
I am of the opinion that in senior Public School classes and the
junior classes of the High School most of the written work in composition
should consist of single paragraphs only; and in that case the subjects
should be narrowed still further. The advantage of one-paragraph
compositions is that the teacher can read a set of them in a short time
and can examine them more carefully than in the case of long composi-
tions; and the pupil will rewrite a single paragraph with much more care
than a longer composition. Besides, the single paragraph gives the
teacher an opportunity to judge of the fundamental things in paragraph
structure, sentence structure, language, and form. When only one
paragraph is required it is sometimes advisable to give a general subject,
with instructions to the pupils to choose some particular phase of it to
write upon. For instance: "Give an account, in a single paragraph, of
any piece of household work or farm work that you have done". "De-
scribe in a single paragraph the place you would choose to go for a picnic".
And, finally, in choosing subjects for either a single paragraph or a
longer composition it should always be remembered that the interest in
dramatization is strong in children of all ages, cmd the subject may
sometimes be thrown into a form which will provide expression for this
dramatic instinct. Instead of writing on "Making Munitions", what
boy or girl would not rather make the shell or the bullet tell its own story?
And there is a good deal more fun in making the old plough-horse give
his impressions of the threshing machine than in writing a stodgy com-
position on "Threshing on the Farm". Of course, that sort of thing is
unreal, and there is a limit to the amount of it to be given to any class;
but you will read and correct these compositions with more interest than
those written on dry-as-dust subjects.

The Serbian boys in this country are making rapid progress in English. The
extent of their attainments may be judged from the following story, which is vouched for
as authentic. One of the boys was asked to translate from Serbian into English the
following sentence: *"

" He gave up his life on the battlefield."

With the help of a dictionar>' he produced the version:

" He relinquished his vitality on the bellicose meadow." — Tit-Bits.

The First Duty of Teachers

(Continued from the May number).

S. SILCOX, B.A., D.PAED.
Principal, Normal School, Stratford

WHILE educating the parents in the manner outlined, it is
necessary that the teacher should use other devices to secure
more regular attendance, especially if it is below an average
of ninety p)er cent of enrolment.

Such means as the telephone, notes, and personal calls at once suggest
themselves, and are doubtless used by most teachers to some extent.
These means should be used still more energetically or in common
parlance " for all they are worth " ! But there are other means ; legitimate
use can be made of composition in many ways. Even the setting up of a
standard for each month will accomplish much. Tell the children on
Friday night that next week is to be a banner week — every pupil asked
to be present every day on time. Two or three schools near together
should compare attendance records month by month in order to see
which school has the highest average attendance. Reports of the
average monthly attendance of each school at township fair gathering
should stimulate regular attendance. If the teacher is wise she will
have an attendance committee of older pupils.

The teacher may make use of graphs of attendance so as to brings
clearly before the children the meaning of regular attendance. The
concrete presentation appeals to children and makes both teacher and
children familiar with this modern way of presenting reports.

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A record of tardiness could be kept on the same chart, starting at
some high level and trying to keep it there. Every day's record is more

[7191

720 • THE SCHOOL

effective than a weekly average and it constitutes a register of daily
attendance and punctuality if the figures on the left represent the actual
daily attendance, the highest representing the enrolment. Furthermore,
the inspector can see at a glance the two important records that he
always wants to see. The whole record can be kept on cards, five by
nine inches, ruled to represent a month's record and these can be filed
for ready reference. Let the older pupils keep the graph filled
in daily.

School mottoes and names are inspiring. In cities the "Connaught
School " is better than Ward Three School, or No. 49, and in the country

"The Black Creek School ", is better than No. 3 D . If, in addition,

either of these schools has the motto, "Every Moment Counts, " or a
similar maxim, there is a stimulus to be true to its fundamental truth.

Every Public School teacher should have a copy of the Canadian
Standard Efficiency Tests for Boys, and Canadian Girls in Training,
ten cents, each, both of which offer stimulating suggestions in the line of
charting work. Organized Sunday School classes offer many good
suggestions to teachers of our Public Schools. These classes have a name,
a motto, a registration certificate and strong committees to carry on
their work. Study them and see how their organization has increased
Sunday School attendance in America a million a year for the past three
years.

But the highest means of all is the vitalized work of the school.
Make every day worth while, so that, as in tlie Porter School, already
mentioned, children will call up the teacher by telephone and ask that
certain lessons be held over until they can attend. The important
principle to observe in this connection is " Let the pupils carry the respon-
sibility of as much of the school's activities as possible". Each child
should be monitor of. something, if possible. The reader may recall the
late Myra Kelly's inimitable stories of New York East Side school life
to show the passion of children for responsibility of some kind. Every
child but one in a certain classroom was monitor of something, and life,
accordingly, for her, was joyless. One day she discovered a button
of the teacher's shirtwaist undone and timidly begged for the position
of monitor of teacher's shirtwaist.

Children's clubs of all kinds furnish' ample opportunity for the
carrying out of the monitorial system. Progress clubs, garden clubs, ■
chicken clubs, athletic clubs, will furnish offices for everyone capable
of official responsibilities, and a literary society will furnish opportunity
for the participation of everyone in platforn\ expression, even in a large
school. During recreation hours there should be supervised games and
play. The teacher who looks upon this as an irksome task has not yet
experienced the full benefit of it in the general spirit of the school.

THE FIRST DUTY OF TEACHERS 721

A teacher's life is not an easy one. Even if she should be willing
to do all that has been suggested up to this point, there is much work
that she cannot do both for lack of time and for lack of ability; perhaps
the Ijest classroom teacher may be a poor play leader and a complete
failure in dealing with parents. Moreover, the very time that the cases
of absenteeism should be investigated is during the day when the teacher
is busy. At four o'clock the teacher thinks, "John will be here to-
morrow", and soon a whole week has passed. Hence, many boards of
education are appointing teacher visitors and attendance officers, who
are expected to make the position of truant officer unnecessary. The
visiting teacher would occupy the same relation to the child's mental
condition that the school nurse occupies in relation to the physical. I
wonder whether it would not be possible in most large schools to set
free one teacher for half a day each week to do this kind of work.

"In Brandon a woman was appointed as attendance officer to give
her mornings to this work, her afternoons being devoted to work in the
superintendent's office. . . . The compulsory idea was kept well in
the liackground. Altogether four hundred and forty-nine visits were
made to homes. Every influence was brought to bear to induce careless
parents to send their children willingly. Only as a last resort was a
"final notice" sent. During the year only twenty-six of these notices
were .sent out. In eighteen of these cases it was sufficient; the children
were sent. Four cases were taken to the magistrate, and in two cases
with good results. . . . The fact that thirty children, who pre-
viously were not attending school, were found and required to go to school,
is justification enough for the time and expense put upon this work.
. . . The average monthly attendance for the year was 86.2% as
compared with 84.8% last year". It is apparent that work of this kind
cannot be done in rural communities. . In them the whole work will
usually fall upon one teacher. But would it not be possible to interest
a Mother's Club or a branch of the Women's Institute in these matters?
Then there is play, the most vital activity of child life. The teacher
should make the most of it.

Truancy.
Little remains to be said about the method of dealing with real
truancy. If the field has been thoroughly covered as described, there
should be no truants and no work for the truant officer. However,
we know that no efforts are wholly successful and we expect that in
most urban centres there will be found an occasional truant; that is, a boy
who is unsocial, preferring solitude and freedom in the fields and woods
to community life and restriction as found in the school. Success with
these abnormal fjoys demands patient effort on the part of the teacher

722 THE SCHOOL

when the boy is kept at school to develop his social nature. Usually,
such training will be based upon work which allows the boy considerable
freedom and activity. Hence, the ordinary routine work of the school
is not likely to appeal to these boys; indeed, it is very irksome to them.
In most large centres special classes are formed for these pupils, when
they can have the kind of training that they need (see article on Discipline,
p. 368, January issue). An American educational speaker, at the O.E.A.
a few years ago, told of a confirmed truant in New York whose work in
school was made so interesting that when he had to leave school to earn
his li\'ing he used to play truant from his work to get back to school!

Judge Lindsey of Colorado has dealt with all kinds of culprits of both
sexes and claims that every boy and girl is redeemable. Every teacher
should read about his work in Upbuilders, by Lincoln Steffens, before
becoming pessimistic about confirmed truants.

The Truancy Act requires that every municipal council of a city,
town, or village "shall appoint, control, and pay, one or more truant
officers for the enforcement of this act", but, "the council of a
county or township may annually appoint one or more truant officers".
As a matter of fact these councils do not appoint truant officers and if
they did it is doubtful whether the appointee would do very much by way
of carrying out the law. Consequently, the improvement of rural attend-
ance falls back upon the teacher and inspector who should strive to
improve attendance by the present scheme of monthly reports by each
teacher to the inspector of all pupils, who, for other causes than illness,
have not attended eighty per cent of the number of school days for that
month. This plan has brought about some improvement in the attend-
ance but not enough to bring the average rural attendance up to eighty
per cent of the enrolment, whereas in cities the monthly attendance,
in the absence of serious epidemics, may not fall as low as ninety per
cent, the standard of excellence adopted at the beginning of this paper.

I am firmly of the opinion that as in ordinary conduct more is to be
accomplished by persuasion than by force, so in this matter of improving
attendance, both in urban and in rural centres, we must depend almost
wholly upon the influences mentioned earlier in this article. The people
must be shown the value of education and ever>' influence available must
be brought to bear by the teachers, inspectors, and trustees to secure a
willing compliance with the law ; indeed, to do better than the law requires
not only during the compulsory school age of eight to fourteen years,
but also before and after those ages.

There is another phase of this question that ought to be considered;
that is, the increase of the enrolment.

Many of our rural schools are uninspiringly small. Look through
the latest report of schools for Ontario and notice how many are below

THE FIRST DUTY OF TEACHERS 723

twenty in average attendance, and still others below even ten. I believe
that most of these sections have more children in them who could attend
school, some even under age, but many who have passed the entrance
or who are ov^er fourteen years of age. Isn't it time that the clause
allowing children who have passed the entrance to cease attending school
should be repealed? No child can be educated by the time he is eleven
or twelve years of age, even though he is able to pass the entrance
examination. There is, therefore, still room to make schooling com-
pulsory in rural sections up to fourteen years of age, at least. Some-
thing further should be done to continue attendance for the winter
months up to at least sixteen years of age. I do not advocate this,
however, unless provision is made for a really vital course of study for
such pupils. Such a course would demand much thought on the part
of the educational authorities.

Then there are pupils in many sections near towns and cities who
attend the urban schools rather than their own. These should be enticed
to their own school by a new spirit in the community. It has been done.
Reference was made, in an article on Discipline in the January issue,
to the Porter School in Missouri, in which the enrolment was increased
from below twenty to as high as forty by vitalizing the work, improving
the plant, and developing the community spirit through organizations.
There is much room in Canada for this kind of work. It means more
enthusiasm for education in line with the needs of the community.

This leads naturally to the consideration of the Adolescent School
Attendance Act of Ontario, in which 'Adolescent' means "one who has
passed the High School entrance examination or completed the course of
the fourth form of the Public Schools or an equivalent course, and is under
the age of seventeen years or who is not less than fourteen nor more than
seventeen years of age".

The Act is not compulsory, however, and is limited to city, town, or
village schools. Article 3 provides that "A board may pass by-laws
requiring the attendance of adolescents in a city, town, or village under
the jurisdiction of the board at day or evening classes to be established
by the board or, at some other classes or school in the municipality".

I am informed by the Deputy Minister of Education that no board
in Ontario has yet made use of the Act to secure the advantages of
education for the class of pupils mentioned, so that there seems to be
need of considerable agitation throughout the country in order to make
the provisions of the Act effective, and its application should be extended
to rural sections. The Industrial Education Act has no compulsory
features either, so that, excellent as the work of industrial schools and
classes is, their influence and value are necessarily limited by their
optional nature.

Who was Right, and Why?

HOX. WILLIAM RENWICK RIDDELL

Osgoode Hall. Toronto

THE following story is intended to teach several things:
1. That in adjectives in — us, a, urn (including adjectival pronouns,
etc.) the nominative and vocative feminine singular and the
nominative accusative and vocative neuter plural end in "a" short.

2. The 2nd singular, present imperative active, of verbs of the 1st
conjugation ends in "a" long.

3. The adjective does not always precede the noun which it qualifies;
and, indeed, is often separated from it by one or more words.

4. "Est" is the 3rd person singular, present indicative, of "edo,
edere, edi, esum," to eat as well as of "esse" to be (sometimes instead
of "edo, es,. est", we have "edo, edis, edit;" both forms are allowable
and they are about equally common).

5. The ancient Romans used only capital letters.

6. They had no punctuation and did not always even separate their
words.

7. And most of all, the very great importance of cjuantity in reading
Latin.

8. The incidental lesson that with all due care in translating Latin,
you cannot always tell whether you are absolutely right.

An archaeological expedition was digging in the site of an ancient
garden near Naples when a stone was turned up with the inscription :

MEAMATERESTMALASUS*
Forthwith the savants set to work to interpret — the first thing to do was
to divide the inscription into words.

J. Canuck Beaver read it thus: "Meam ater est mala sus" — and
believing that "meam" referred to some word understood, such as
"culinam", he translated "The bad black pig is eating my vegetables".

Herr von Schwartz roared with laughter. "'Ater', 'mala', 'sus' —
how coult a pick pe ein 'mala' poar oder eine 'ater' sow ? " He divided
the words thus: "Mea mater est mala sus"; and in this the rest of the'
scholars agreed. But when the German went on to shout "Mine frient,
it chust means 'my mudder is a vile pick'", there was much shaking of
learned heads.

*This sentence was gi\cn to me Consule Planco by a Scottish farmhand on a
Canadian farm.

[724]

WHO WAS RIGHT, AND WHY? 725

"No," said the Reverend Dr. Saunders McSpleuchan, "it should be
punctuated "Mea, mater, est mala sus", and it means "Mother, my pig
is bad". This did not suit the Parisian, Mons. de Boulogne: "Non, non,
ze pig is not pad, ze pig is in ze vocative, 'O pig, my muzzer is pad'".

"F"er the love o' Mike" broke in Jonathan Washington Eagle, "can't
you see the first 'a' in 'mala' is long? It means 'My mother, the pig
is eating the fruit'": (of course they all knew that "malum" means any
kind of tree-fruit like apples, pears, quinces, peaches, oranges, etc., with
the fleshy part outside and the kernel inside, as distinguished from "nux"
which has the meat inside).

S. Togo applauded, but said, "If the honourable American will allow
me to venture to think so, the possessive pronoun belongs to 'mala' not
to 'mater': and the inscription means 'Mother, the pig is eating my
apples'".

"D'ye say so, now?" said Patrick Shamrock, "and why not 'Mother,
my pig is eating the apples'?"

Signer Garibaldi, prefacing his remarks with three profound genu-
flections, begged to suggest that it was the pig which was addressed, and
that the mother was imitating her great ancestrix Eve, "Pig, my mother
is eating the apples". Ah Sin thought it rather "O pig, mother is eating
my apples". Professor von Wien said, "You are all wrong; the ultimate
of 'mea' is long, not short. 'Mother, get a move on, the pig is eating
the fruit': Hetman Cossack cried "No, no, brothers, 'est' is from
'esse' not from 'edo': 'Run, mother, the pig is bad'."

John Bull England broke in "Why don't you say, 'Hurry up, pig,
mother is eating the apples'?". And Signor Miguel, the man from
Mexico, insisted on "Run, pig, mother is bad".

And they argued and argued with ever-rising wrath and openly
expressed contempt till the meeting broke up with fierce words and
fiercer looks.

There were thirteen separate reports on the "find" — no two of them
agreeing — and sub jtidice lis est.

Who was right, and why?

Unlike mfjst little boys who have never attended school, little -Arthur was firm
in his determination not to go. Finally his favorite Aunt Emma was called in. "Why,
surely, Arthur," said his aunt, " you are going to school with your big sister in the fall."

" No, I'm not going to school at all," steadfastly declared the little chap. " I can't
read, nor I can't write, nor I can't sing; so I'd like to know what good I'd beat school!"

Professor to Old Cook — " Regina, you have been with me now twenty-five years.
In reward for your faithful service I have decided to name this new beetle, which I have
discovered, after you. "

A Study of Some Plant Foods

J. G. ADAMS, B.A.

University of Toronto Schools

WITH the coming of spring, student and teacher welcome the
opportunity to transfer some of their activities from the school-
room to the school yard. The pupils welcome the change
from a routine of five or six hours spent daily over a desk and respond
with eagerness and a quickened intellect when allowed to take their
lessons out-of-doors.

To the teacher of agriculture this surely proves an aid and so long as
the interest of the pupils can be retained, the teacher may count on
being the captain of a faithful band of disciples of Agricola who are
willing to learn, even under the penalty of acquiring a few blisters or
expending a certain amount of perspiration.

Retention of the pupils' interest will be dependent in a great measure
upon definiteness of aim in conducting the work in the school garden.
Hence, the work of each plot should give some definite result by way of
showing some fact or illustrating some principle. If this aim be combined
with that of interesting the pupil in the appearance of his plot the best
results may be looked for.

In planning experiments for the gardens the teacher may be some-
what at a loss to provide subjects. Since the study of fertilizers and
soil fertility is of some importance as an economic problem, particularly
when the call everywhere is for greater production, some of the plots
should be so planned as to provide an opportunity to study the effects
of different simple fertilizers and mixtures of fertilizers on different crops.

The work may be introduced by a study of the requirements of the
plant as seen in the natural provisions made for it in the seed and by a
discussion of the sources of food supply.

Experiment i. Procure some kernels of corn and crush them to a
fine powder. Add a drop of iodine solution to the finely-ground corn.
Compare the colour given with that shown when iodine is added to a
"solution" of laundry starch. Extend the tests to other seeds. Seeds
contain starch, the constituents of which (carbon and water) are ob-'
tained from the air and the soil-water. Carbon is taken in the form
of carbon dioxide and united with water in the leaf to make the starch-
forming substances.

Experiment 2. Procure some bits of grass, wood, and starch. Heat
these in a test tube or tin vessel out of contact with the flame. The

[726]

A STUDY OF SOME PLANT FOODS 727

contents become charred, showing the presence of carbon. Steam is
given off and thus water is shown to be present.

Experiment j. Heat some scraps of grass or other vegetable matter
as in Experiment 2, but mix with these a mixture of caustic soda and
lime. In the fumes driven off, hold a piece of moist red litmus paper.
Compare the result with that obtained when a similar piece of paper is
held in the fumes of ammonia. The result indicates the presence of
ammonia, the chief constituent of which is nitrogen.

Nitrogen is taken up by nearly all plants from the soil, in the form
of its compounds which are in solution in the soil-water. Although
the air contains about 79% of free nitrogen, no plants except a few, such
as clovers, beans, peas, vetches, and a few related plants can use it.
All other plants depend upon the food in the soil for their supply of this
very important element.

Experiment 4. Repeat Experiment 2 and heat until all the sub-
stances have been burned except a grey ash. This consists of mineral
substances which cannot be burned and contains, in varying proportions,
some twelve or more plant substances which must be provided in the
plant food. Of these, only three are important from the standpoint
of fertilizers, — nitrogen, the presence of which has been shown, potash
and phosphorus. These are used most rapidly by growing plants and
their supply from the soil does not keep pace with the plants' demand
for, or ability to take, food. The remaining food substances are usually
present in the soil in sufficient quantity to support the plant in a healthy
growing condition. It is the farmer's problem, therefore, to keep up the
supply of those foodstufTs which are most rapidly depleted. To do this
intelligently and economically he must study the needs of different crops,
the values of the different available fertilizers and the needs of the soil
which is to be treated. The only satisfactory and trustworthy method
of doing this is by plot experiments.

Nitrogen, one of the three foods mentioned above, is perhaps the
most important — if one food necessary for a balanced ration may be
more important than another — and in pre-war days was one of the most
expensive fertilizers to buy. Now, however, potash is dearer because of
the reduced supply.

In the absence of nitrogen the plant makes no appreciable growth;
with only a limited supply, the plant begins to grow in the ordinary way,
but as soon as the available nitrogen is used up, the lower and smaller
leaves gradually begin to die down from the tips and all the plant's
energy is centred in one or two leaves. Also, since it is a constituent of
the green colouring matter of the leaves, in its aljsence the leaves assume
a sickly yellow colour.

728 THE SCHOOL

Plants with large, well-developed leaves are not suffering from lack
of nitrogen. An abundance of this substance produces a luxuriant leaf
and stem growth but it will retard maturity and, with cereals, will fre-
quently cause the crop to lodge. Therefore, when crops, such as cereals,
tomatoes, potatoes, etc., are to be matured, an over-supply of nitrogen
is injurious, but with crops such as lettuce, cabbage, and celery, which
are harvested in the green condition, an abundance of nitrogen will
produce vigorous growth and give a crispness of quality to the crop.

The sources of nitrogen and its compounds, for use as fertilizers, are
mainly barnyard manure, dried blood, tankage and meat scraps, fish
manures, sodium nitrate, or Chili saltpetre, and ammonium sulphate.

Barnyard manure is the most easily available and the cheapest source
for most farmers. It contains from nine to thirteen or fourteen pounds
of nitrogen per ton, depending upon the care with which it is handled
and upon the source. Besides adding plant food to the soil it adds
decaying vegetable matter which forms humus in the soil, improves its
water-holding capacity, and provides a breeding ground for the bacteria
which aid in the liberation of .other plant foods.

The loss of nitrogen from the manure may be to some extent due to
weathering and leaching. A considerable loss of nitrogen is sometimes
due also to heating, which changes the nitrogen compounds into volatile
forms. These pass off into the air and are lost.

Dried blood contains from nine to twelve per cent of nitrogen. It
decays rapidly in the soil, but not too rapidly for the needs of the growing
plant. Hence, it provides a continuous supply of plant food during the
season without loss by leaching.

Tankage, meat scraps, and fish manures are rich in nitrogen, but
decay slowly in the soil on account of the oil they contain. This retards
the liberation of plant food.

Sodium nitrate comes from Chili and Peru. It contains about
fifteen per cent of nitrogen and, since it is extremely soluble, it becomes
available at once for plant food. For the same reason, it should be
applied only when the crop is sufficiently grown for the plants to assim-
ilate it as it dissolves, else a large part will be lost by leaching.

Ammonium sulphate is produced by treating with sulphuric acid the
ammoniacal liquors left as by-products in the manufacture of coal-gas
and coke. For this reason its tendency is to make the soil acid or "sour .
The presence of lime in the soil is essential for the changing of this
fertilizer into available plant food and also for correcting the acid
properties of the salt. Hence it should not be sown on land deficient
in lime. It does not dissolve readily, so may be applied before the crop
is sown without fear of loss by leaching.

AN ELEMENTARY SCIENCE LESSON

729

The properties of these fertilizers at once suggest topics for plot
experiments. One which will readily occur to the teacher is the study of
the eflfect of a nitrogen fertilizer on plant growth. Select one or more
kinds of plants for the experiments, e.g., lettuce, cabbage, and tomatoes.
Have similar plants of equal thrift placed in a check plot which is not to
be treated with fertilizer. If possible, divide the plot to compare the
efTectsof applying the fertilizer at different times during the growing season.

Apply sodium nitrate at the rate of about two hundred pounds per
acre to the plot. Give careful cultivation and record carefully the results
as compared with the check plot. Vary the procedure, if possible, by
applying the fertilizer at different times and at different rates, i.e., one
application after the plants have taken root, two applications during the
season and when the seed is sown.

Other similar topics which may be chosen are the comparison of the
efifects of farm-yard manure and of different nitrogen fertilizersand the com-
parison of results when ammonium sulphate is sown with and without lime.

Reports, to be of value, should include observations made during the-
season on the appearance of the plants and the yield per acre or per
pound of seed sown.

Such work trains the pupil to become observant, to work out prob-
lemis for himself by experiment, encourages reading of reports by other
experimenters and relates agriculture to other branches of school work.

An Elementary Science Lesson

MARY C. TUCKER, M.A.
High School. Harriston

The centipede was happy quite.

Until the toad in fun

Said, "Pray, which leg moves after which?"

This raised her doubts to such a pitch,

She lay distracted in the ditch,

Considering how to run.

PROBABLY
every teacher
thinks of this
verse when the cent-
ipede is mentioned.
The idea contained
in it is, of course.

THE CENTIPEDE.

psychological
not scientific.

and
Pro-

From Pf

'erihatus. Myriafxids. and Insects, by Sedgewick, Sinclair, and Sharp. f„^^„.^„ „r „„..„l,„1 ,„,
fhe Macmlllan Co.; Toronto tCSSOrSOt pSychology

730 THE SCHOOL

use it to illustrate the principle that as habits are perfected they affect
consciousness less and less and that a habit may be deranged by con-
scious attention to it after it has been learned. Very few are the dis-
sertations on the centipede in which this verse is not quoted. Its author
is Professor E. Ray Lankester who, after attempting to study the order
in which the legs of a centipede move, came to the conclusion that, if the
animal had to study the question itself, it would not get on at all.

The centipedes in Ontario are golden-brown, many-segmented
creatures with a smooth, hard, shiny exoskeleton. They are from
1 to 1^ inches long and usually less than one quarter of an inch broad.
The bodies are flattened dorsoventrally. They are active, swift, and
ferocious hunters, living usually in dark obscure places such as crevices
under stones, logs, wood, bark of dead trees, and decaying stumps.
They are often found during the summer in dry tulip beds, in hills of
potatoes, and frequently in dry, empty pots in greenhouses. When
disturbed, they run swiftly in a zig-zag course towards the nearest
hiding-place, and. disappear quickly under boards, pots, and lumps of
earth. They are usually found in dry situations.

The centipede's body has only two distinct divisions, a squarish,
flattened, distinctly marked-off head and a segmented trunk consisting of
a very short segment and from twelve to nineteen other segments of
varying length but fairly uniform breadth. The different number of
segments is probably due to the members of the species being much alike
except in the number of segments. The trunk is very flexible, for the
hard, chitinous ring of one segment is joined to the next by a thin mem-
brane which allows great freedom of motion. Touch a centipede on
different parts of the body and watch the motions of the segments, or
block his onward course by a piece of glass and his body becomes horse-
shoe shaped or semicircular as he turns about to avoid the obstruction.
There are distinct dorsal, ventral, and side shields of hard tissue joined
by soft membranes. On the soft tissue near the base of the legs is an
oval opening, the stigmata or spiracle. This spiracle leads into a
chamber and from that to a system of breathing tubes. There are two
stigmata on each trunk segment. On the head is a long pair of many-
jointed antenna? which are constantly in motion, feeling for obstruction
or danger ahead. Behind the antennae are blackened clusters of many
sessile ocelli crowded together.

The mouth consists of a labrum, one pair of toothed, cutting mandi-
bles, and two pairs of ma.xillse. The second pair of maxillae unite to
form the labium. The mouth is fitted to bife and suck.

Each body segment has one and only one pair of walking legs (usually
seven- join ted) each ending in a single claw. But the two legs on the
first segment are much modified; they are fused at the base to form the

A DOMINION BUREAU OF EDUCATION 731

poison fangs. A poison gland is situated in the fused base and the poison
oozes out at the end of the leg. These poison claws bend forward to lie
near the mouth.

The centipedes have been seen to creep up to a fly or beetle, seize it,
and kill it instantly by injecting the poison with the poison fangs.
They hunt under decaying bark for larvae of insects, beetles, flies, milli-
pedes, etc., and kill them with poison. They will grapple with an
earthworm for hours and suck its blood. The poison does not seem to
be fatal to the earthworm.

The female is furnished with two small movable hooks or feelers on the
under surface near the posterior end of the body. This is close to the
opening of the oviduct. During June, July, and August, which is the
breeding season, the female ejects the eggs singly from her body by
convulsive movements of the last few segments. These movable hooks
grasp the egg, which is about the size of No. 5 shot, as it falls, and roll
it in the earth and leaves until it is completely covered. The egg is
covered with a sticky film secreted by glands within the body, so that
the earth becomes glued to the egg. The female does this because the
male will devour the eggs if he finds them. The egg is left on the surface
of the ground and hatches in about twelve or fourteen days. From
sixty to one hundred eggs are laid by a single female during one season.
The larvae when hatched have numerous segments and develop without
any marked metamorphosis. It is said that the female sometimes lies
on her side and coils her body about the eggs in order to protect them.

A Dominion Bureau of Education

A. M SCOTT, PH.D.
Superintendent of Schools. Calvary, Alberta

THE idea of a Dominion Bureau of Education for Canada seems to
have been suggested by the corresponding one at Washington
which has been for many years a source of inspiration to teachers
in the United States and of invaluable assistance to the profession
everywhere.

The United States Bureau of Education was created by Act of
Congress in 1867 ; its work, beginning in a comparatively small way, has
thus been continued without interruption for over fifty years. The
Bureau has grown steadily and extended its usefulness in many direc-
tions, linking up with various other organizations for the betterment of
social and educational conditions until it has become a great national

732 THE SCHOOL

clearing-house for the collection and dissemination of educational
information Its value cannot be estimated nor would any one dream
of suggesting its discontinuance.

The matter of its establishment was first discussed in the National
Teachers' Association in 1864; a plan for carrying it out was presented
at a meeting of state and city school superintendents in 1866; and the
bill establishing the Bureau was passed by Congress rather through the
personal efforts of General Garfield than because of any deep interest
in the proposal on the part of Congress itself. Indeed, both the Con-
gress and the State legislatures were opposed to any effort to confer
on the Federal Government any right to interfere with State educational
systems. There seems to have been something of the same jealous
guarding of State rights in matters of education as may now be observed
in Canada with regard to Provincial rights.

The duties of the Bureau as organized were: "To collect such statis-
tics and facts as shall show the condition and progress of education in
the several states and territories, and to diffuse such information re-
specting the organization and management of school systems and methods
of teaching as shall aid the people of the United States in the establish-
ment and maintenance of efficient school systems, and otherwise promote
the cause of education throughout the country".

The Bureau was further "charged with the education of the children
of Alaska, and the administration of the endowment fund for the support
of colleges for the benefit of agriculture and mechanical arts".

The organization of the Bureau has always been a simple one.
A commission, appointed by Congress, has been in charge, and the
work is organized into divisions, each under a competent head. There
have been six in all, the present commissioner being P. P. Claxton; all
of them have been outstanding men in the field of educational adminis-
tration and research. The divisions of the Bureau have multiplied and
now include: School Sanitation and Hygiene, Higher Education, School
Administration, Rural Education, Home Education, Civic Education,
Education of Racial Groups, Education of Immigrants, Kindergarten
Education, School, and Home Gardening, Editorial, Library, Alaska
Division, Industrial Education and Home-making, Community Organ-
ization, and Correspondence.

A number of these are maintained in conjunction with other national
organizations such as The National Municipal League; National
Congress of Mothers and Parent Teachers Associations, etc.

The work of the Bureau has been from*the first essentially that of
collecting and disseminating educational information. The giving out
of information has been through three main channels:

A DOMINION BUREAU OF EDUCATION 733

(a) Annual reports containing statistics of all kinds of educational
institutions, public and private. These have long been regarded as
among the most valuable educational reports published anywhere.

(b) Circulars of information issued from 1873 to 1906.

(c) Bulletins issued serially, about fifty each year, since 1906.
These furnish information regarding educational work in many
countries as well as the United States; they give digests of current
legislation and current school practice and administration ; they
serve to interpret educational movements and describe significant
educational experiments; some contain special reports of committees
of the National Educational Association.

Being a child of the N.E.A., the Bureau has always worked in the
fullest harmony with it.

Some idea of the range of subjects treated and the value of the
information given by the publications of the Bureau may be gathered
from the following brief selection of titles: Education for the Home (in
four parts). School Hygiene, Vocational Guidance, The Public School
System of Gary, Consolidation of Rural Schools, Training of Com-
munity Civics, Open-air Schools, Current Practice in City School
Administration, The Money Value of Education, The Economy of
Time in Education, The School System of Ontario.

These are prepared for free distribution and for sale; approximately
half a million are sent out each year.

With the United States Bureau before them as an object lesson,
educational leaders and thinkers in Canada have for many years longed
for the establishment of some similar service in this country. At the
first meeting of the Dominion Educational Association in Montreal, 1892,
two resolutions were passed which referred matters to a committee of the
Ministers of Education and the Superintendents of the various Provinces,
thus recognizing the need of some nation-wide expression of opinion.
At the Halifax meeting in 1898 it was resolved "that a Committee con-
sisting of G. U. Hay, M.A., New Brunswick; Thos Kirkland, M.A.,
Ontario; D. Mclntyre, M.A., Manitoba; J. B. Calkin, M.A., Nova
Scotia; and J. M. Harper Ph.D., Quebec; be appointed to consider and
report on the establishment of a Central Bureau of Education of Canada.
(The name of the Hon. G. W. Ross was subsequently added to this
Committee).

The committee presented an oral report at the meeting in Ottawa,
1901, and was instructed to continue, with the addition of Dr. J. A.
McCabe and to report at the next meeting. Apparently no formal
report was presented in 1904, though reference was made by Chancellor
Burwash of Victoria University to the desirability of such a Bureau as a
unifying force in the development of a Canadian type of national

734 THE SCHOOL

education. Chancellor Burwash stated then what many feel to be only
too true still to-day, "Our systems of education are as yet Provincial
rather than National".

In 1909 at the meeting of the Dominion Educational Association held
in Victoria the institution of a Canadian Bureau came up incidentally
in connection with the discussion of the future of the Association. Its
desirability was admitted by all, the only question being as to the feasi-
bility of securing its establishment.

More definitely again in 1917 at the meeting in Ottawa the matter
was discussed by Dr. A. H. McKay of Nova Scotia, Principal J. F.
White of Ottawa Normal School, and Dr. H. L. Brittain. All who heard
or took part in the discussion at that time were agreed that it would be an
excellent thing for the Provinces to know one another's educational work
better, also that a national ideal of education must be evolved if a united
Canada is to be secured.

How to secure these results without infringing on Section 93 of the
British North America Act which gives exclusive rights to the Provinces
in matters of education, and without creating harmful prejudices in the
minds of those who are jealous of provincial autonomy, is the problem
at the present time. It was pointed out that in the Canada Year Book
for 1914, a beginning had been made in the compiling and publication
of educational statistics and that this would be continued and Extended.
While the establishment of a Dominion Bureau of Education is regarded
in some quarters as "unconstitutional and neither necessary nor desir-
able", the collecting and publishing of educational statistics seems to be
acceptable to all and will have the fullest co-operation of every Province.
This may possibly afford the necessary opportunity to demonstrate the
usefulness of a central source of information and pave the way for a
wider service in future.

The present attitude of the Provincial Departments of Education
is shown by the following quotations from letters received in answer to a
request for an expression of opinion concerning the wisdom of having a
Dominion Bureau of Education:

Nova Scotia— "I am strongly in favour of a Bureau as of great value."
"If the Census Department gradually enlarges its statistical and informa-
tion summaries, I am content to allow a Bureau to be evolved in this
manner".

New Brunswick — "Would justify itself on the mere ground of com-
parative statistics, not to mention the history of educational movements
in our own and other countries." "The great difficulty with Canada
is that we are inclined to be provincial rather than federal in our views."

Prince Edward Island — "Impossible to estimate the value of such a
Bureau until its functions are defined". "If its formadon would tend

A DOMINION BUREAU OF EDUCATION * 735

to a uniform standard of Teachers' licences and a uniform system of
educational statistics, it should prove of distinct advantage".

Quebec — "Proposition unconstitutional and neither necessary nor
advisable." "If it is simply a question of obtaining statistics the
Federal Government has at its disposition, through the Department ot
Agriculture, all the necessary powers".

Ontario — ■" If we had some central organization to which reports could
be sent, there would grow up greater co-operation in education amongst
the Provinces— an object I have greatly at heart." "As the relation
of the Federal Government of the United States to the State Govern-
ments is paralleled by that in the Dominion, a Dominion Bureau of
Education presided over by a Commissioner might serve a useful purpose
in Canada."

Manitoba — " For several years past I have been interested in the
formation of a Bureau of Education for the Dominion on lines similar
to the Bureau maintained at Washington." "I believe we shall not be
long without the assistance of such a bureau after the termination of the
war."

Saskatchewan — "I am heartily in favour of a Dominion Bureau of
Education." "A Dominion Bureau, if established, would undoubtedly
lead to a better understanding between the Departments of Education
in the several Provinces".

Alberta — " I consider that a Bureau of Education would stimulate
the educationists in Canada to live up to the best ideals of any Province,
and from the difTerent Provinces to realize a Canadian ideal of education."

British Columbia — " I am heartily in favour of the establishment of a
Dominion Bureau of Education with headquarters at Ottawa." "Do
not particularly care whether a Bureau of Education is established or not,
provided one of the present Departments at Ottawa would assume the
responsibility of issuing a report". " I feel sure that some such Bureau
will be established by the Government in the near future."

In trying to sum up, the consensus of opinion among the educational
administrators is found to be strongly in favour of the establishment of a
central bureau for the collecting and issuing of educational information.
Objection has been made that this is not in accord with the principles
of the British North America Act, but the history of the Bureau at
Washington shows that there has been no interference with State rights
and that a growing spirit of co-operation has exhibited itself until definite
national ideals of education have been developed.

A very satisfactory beginning has been made in the publication of
educational statistics in the Canada Year Book, the information given
being more comprehensive each year. With greater uniformity in the
statistical information furnished, and fuller information concerning

736 ■ THE SCHOOL

educational movements and legislation in the several Provinces, the
section of the Year Book on education would be a most useful report for
educational workers throughout Canada and in other countries. [This
has been issued as a pamphlet entitled " Education in Canada", and may
be procured from the Census and Statistics Ofifice].

I believe that the time has come for the various provincial associations
as well as the Dominion Educational Association to take action in urging
the establishment of a Dominion Bureau of Education. More than ever
before in our history there is need of national unity, and of a perfect good-
will and understanding among the many factors which enter into our
Canadian make-up. The lack of knowledge and appreciation, with a
certain feeling of suspicion which has been too common, would disappear
in the light of more accurate information and a common meeting ground
for better acquaintance and an interchange of ideas. Speaking nation-
ally rather than educationally, my belief is that one of the wisest steps
that could be taken in Canada to-day would be the organization of a
Dominion Bureau of Education whose duties would be "to collect such-
statistics and facts as shall show the condition and progress of education
in the several Provinces and Territories, and to diffuse such information
respecting the organization and management of school systems and
methods of teaching as shall aid the people of Canada in the establish-
ment and maintenance of efficient school systems, and otherwise promote
the cause of education throughout the country."

The Alberta Teachers' Alliance

J. W. BARNETT
General Sec.-Treas. Alberta Teachers' Alliance, Edmonton

THE whirlwind progress which has become manifest since serious
and energetic steps were taken to organize the Alberta Teachers'
Alliance gives evidence that the world-wide movement for united
action among not only the mechanics and farmers, but among those
classed as brainworkers, is to envelop the teaching body also. Con-
siderable difficulty was, and is now, experienced in getting in touch with
the teachers in the smaller centres and rural schools, and it was not until
February of this year that it was possible for the acting executive,
appointed at the 1917 Annua! Alberta Teachers' Convention at Calgary,
to forge ahead with its scheme to form into one unit the teaching person-
nel under the jurisdiction of the Department of Education of Alberta.

THE ALBERTA TEACHERS' ALLIANCE 737

It was evident that if the AlHance was to make satisfactory progress
it would be necessary for the larger centres — Edmonton and Calgary—
which together account for practically one-sixth of the Alberta teachers,
to adopt first the tentative constitution. Edmonton made the first
move and advanced $20 on account to enable the executive to proceed
to organize the local associations, and as there was a reasonable certainty
that Calgary would join, the acting executive set to work to get into
touch with the leading representatives of the profession in other
centres, asking them to take steps to call meetings of teachers in their
particular centres for the purpose of obtaining an expression of opinion
of the attitude of their fellow-teachers on the question of affiliation.
The result was that at the 1918 Convention at Edmonton the executive
was able to report that the following local alliances were formed and
affiliated with the Central Alliance: Edmonton Public School, VVetaski-
win, Calgary, High River, Red Deer, Ponoka, Vegreville, Leduc, Car-
stairs, Didsbury, Macleod, Raymond, Camrose, Medicine Hat, Fort
Saskatchewan, Claresholm, Sedgewick, Killan and Lougheed. The total
of 793 affiliated members included, only those who had actually paid the
membership fee and whose names had been sent in, together with the
fees, by the local secretaries to headquarters: but had there been more
time it is probable that 1,000 would have been nearer the mark.

Several other groups of teachers — among them Vermilion, Athabasca,
Tofield, Banff, Youngs.town, Stettler, Okotoks, Calgary Separate School
— have moved in the matter, but were unable to complete the necessary
organization in time to be announced as affiliated in accordance with the
terms of the constitution.

The response has been very gratifying and there has not been a single
instance brought to notice of a definite turning down of the proposition:
two groups only have stated that the teachers are not enthusiastic over
the question, but are open to conviction. But wherever there are
teachers who have had experience of Alliance work and could give their
confreres a general idea of what are likely to be the ideals of such an
organization the response has been unanimously favourable; and where
the executive officers have been able to address meetings of teachers
enthusiasm on the part of rural teachers has been particularly marked :
in fact, it is very evident that once the difficulty of giving all teachers
a correct interpretation of the objects and executive workings of the
Alliance on behalf of teachers as a body, or, if necessary, in defence of
the individual, is overcome, so soon will the fjermanent establishment and
high prestige of the Alliance be assured.

At the First Annual General Meeting of the Alliance over fifty
delegates were present, and although members other than delegates were
not able to vote or initiate business, all were able to attend and take part,

738 THE SCHOOL

and matters of vital importance to tiie teaching body were passed upon.
The constitution was radically amended, and it was made possible for a
teacher with academic standing not lower than Grade XI, but so located
as to be unable to attend meetings of any local alliance to become a
"member at large" on payment of a membership fee of one dollar.
This will enable the isolated rural teacher to receive the full benefits,
exactly the same as if he were affiliated through a local alliance.

Resolutions were passed deciding upon: (1) The incorporation of the
alliance. (2) The drawing up of a code of honour. (3) The taking
over of the Teachers' Pension Scheme. (,4) The method to be adopted
to get an expression of the opinion of the affiliated teachers on questions
of serious importance which cannot stand over till the annual meeting.
(5) The appointment of a legal adviser whose duty it will be to advise
the executive on questions of organization, and also the individual
teacher on matters arising out of professional difficulties either with
school boards or with the public. (6) The gathering together of inform-
ation for file at headquarters, relative to schedules of salaries paid by the
different boards, their treatment of teachers and their attitude towards
educational matters in general. (7) Expressing to the Department of
Education the opinion that the recent action of the Legislature in fixing
the minimum salary for rural teachers is a step in the right direction.
(8) Arranging a deputation to interview the Minister of Education with
a view to securing: (a) a directory of teachers employed in the Province;
(b) a revision of the form of the teachers' contract issued by the Depart-
ment; (c) a consideration of the pension scheme for teachers.

The following are the elected representatives of the executive for the
present year: President, G. D. Misener, Edmonton; Vice-President,
M. H. Long, Edmonton; Executive Members: Miss B. Coatts and T. E.
A. Stanley, Calgary; General Secretary-Treasurer: J. W. Barnett,
10701 University Ave., South Edmonton. The latter invites corres-
pondence on Alliance matters.

The Hot Noon Lunch

ANNA M. ARCHIBALD

Zenith School, Botha, Alberta

*

MY experience in conducting hot school lunches is limited to only
one winter. Being a novice in this work and finding that it was
a new idea in this district, I thought it better to prove its value
before asking financial aid from the school board. Those consulted were,
however, in favour of the experiment.

THE HOT NOON LUNCH 739

The first task was to furnish our "kitchenette" which we decided
should occupy a corner at the back of the room. As the school is heated
by a furnace, this necessitated some other source of heat for cooking,
but the diflficulty was met by the loan of a two-burner gasoline stove by
one of the parents. Another donated a small working-table and for our
cupboard we chose the lower shelf of the bookcase — we lined this, and
covered the table with oilcloth. We obtained the loan of two small dish
pans, three sauce pans, a potato masher, a large spoon, a fork, etc., and
each pupil furnished his own cup, saucer, and spoon. Cup towels were
given by parents and these the little girls hemmed in their sewing classes.
Each family took turns in supplying us with cocoa, sugar, milk, seasoning,
potatoes, butter, soda biscuits, canned com and tomatoes, etc. ; and
occasionally some one brought soup stock. We attempted just one hot
dish each day, such as could be cooked over a fire — cocoa, milk and
stock soups, and potatoes.

Before beginning the hot lunches the pupils were given a few pre-
liminary lessons on the proper method and order of washing dishes and
cup towels, and the permanent arrangement "of dishes in the cupboard.
As we began with cocoa, the basic recipe and method were first taught;
similar lessons were given for soup and potatoes, each lesson preceding
the cooking of that particular dish.

At the boys' request they were allowed to cook two days of each week
— this, by the way, furnished the occasion for much good-natured
teasing among the boys and girls, especially if a girl allowed the milk
to scorch, or a boy set the potatoes in cold water on the register to "soak".
Two boys or two girls worked together each week, two other boys
washing dishes for the boy-cooks, and two girls for the girls. The little
girls in grades I, H.and III took turns in washing cup towels, in serving,
gathering, and stacking the dishes. A notice explaining the division
and order of the work was posted on the wall so that the pupils knew
when their turns came and what the work would, be. A list of the sup-
plies contributed was carefully kept. At morning recess the water for
washing and rinsing the dishes was set on a register to heat, as was also
the quantity of milk, water, or canned goods needed. This was sufficient
to scald the milk and heat the water, though not to boil it. The cooking
was completed when the stove was lighted about twenty minutes to
twelve (this work was entrusted only to two of the older pupils). If
we were to have potatoes, they were peeled at recess and the fire was
started a little earlier than usual. Thus, by making use of our furnace
heat, we economized in gasoline. Occasionally corn soup was prepared
entirely on the register. At first I supervised the cooking, but as the
older girls were soon found to be quite competent, they were given the
duty of assisting the younger girls and the boys.

740 THE SCHOOL

We served potatoes either mashed and beaten light, with butter and
seasoning, or sliced and served with a cream sauce. We usually cooked
enough potatoes so that there should be a sufficient quantity left to make
potato soup the following day. This summer we hope to have home
school-gardens, the products to furnish material for our hot lunches
next winter. In making the cocoa and milk soups, the following recipes
were found most satisfactory for school lunches: Cocoa (individual):

1 teaspoon ful cocoa; % cupful milk; % cupful water; spk. salt; 2 tea-
spoonfuls sugar. Boil the water, add cocoa, sugar and salt mixed with a
little water, boil three minutes, then add scalded milk. Serve at once.

Milk Soup: 1 cupful solid material (com, tomatoes or potatoes);

2 cupfuls liquid (milk or some vegetable water, in case of potatoes) ;
seasoning (salt, pepper and celery salt); a little butter (depends on
quality of milk) ; flour (1^ tablespoon fuls for corn and potatoes and

3 tablespoonfuls for tomatoes). Heat the vegetable, combine with
scalded milk, and add flour diluted with water, butter and seasoning.
In the case of tomatoes, a little soda must be added to them before com-
bining with milk. A feW slices of onion may be added to milk and
removed when the milk is scalded.

We used newspapers as tablecloths on the desks, and on these each
pupil spread his lunch. Although it was not convenient for all of us to
eat at the same table, still there was ample opportunity to train the
pupils in proper table etiquette. In connection with this, a few lessons
were given in proper methods of serving in the home and of setting a
table.

When our work was fairly systematic and seemed practical, the school
board was asked to help us financially. They were quite ready to
co-operate and it was evident that the hot lunch appealed favourably
to the parents. The trustees readily agreed to furnish the gasoline,
utensils, cocoa, and sugar. It was decided that each pupil should pay
twenty-five cents per month to cover the expense of the canned goods.
(It has been found, however, that canned goods of this value lasted us
more than a month. We still have some on hand which we shall use
occasionally on wet or chilly days, for it seems best to discontinue the
hot lunches when the warm spring days arrive). The pupils and the
teacher were still to take turns in furnishing milk, seasoning, soda-
biscuits, and potatoes.

The cooking of the noon lunch appeals to the children in several ways.
It seems to make a closer correlation between the work of home and
school and gives variety in the day's routine. During winter days when
very often it is impossible to play outside the work takes up the pupils'
time and attention and, incidentally, helps to keep them out of mischief.
Besides — and this is the most important reason — a cup of hot cocoa or

DRAWINGS FOR THE CLASSROOM 741

soup warms them when perhaps their own lunch has become frozen
during the drive to school. They take more time for eating and learn
to eat properly. Added to this, it is practically the only way one can
teach the cooking outlined in our Course of Studies in a one-roomed
rural school.

The plan of work outlined is imperfect in many ways, but it may
furnish a suggestion to those who have not yet tried it. Indeed, it is to
be hoped that very many rural school teachers will try it, for they will
certainly be convinced of the value of the Hot Noon Lunch.

Drawings for the Classroom

W. CLARK SAUNDERCOCK, B.A.

Central Collegiate Institute. Calgary

I FORMERLY used the blackboard a great deal for diagrams in
teaching geography and biology. It was no light task to go from •
room to room and copy a sketch of a mosquito, or the teeth of a
carnivore, or the anatomy of a volcano, or the successive stages of a river
terrace. The substitute described below is a d'scovery of great impor-
tance, at least to me, and as there does not seem to be "anj' part of it
capable of being patented there is no obstacle to the philanthropic
impulse that prompts me to describe it for the benefit of my colleagues.

From some old kodak films the gelatine was washed and scraped in
rather warm water. Cold water is slow ; hot water cooks the gelatine and
makes it harder to take off. If the film is laid on a piece of glass the
gelatine may be taken off easily with a table knife.

The clean film is then laid over any diagram in a book and rubbed
vigorously with blotting paper. This has two effects. It removes any
traces of oil. Also, it seems to electrify the film and make it cling to
the page. Sometimes a thin slip of wood is placed beneath the page and
the film is fixed in position with two thumb-tacks. Now with India ink
and a mapping pen the drawing is traced in more or less detail. The
result, when placed in a cardboard frame, is a very satisfactory lantern
slide.

With the lantern the drawing is projected on a sheet of paper 28 x 48
inches, fastened on the wall, the distance being adjusted to make the
prf)jection of any required size. The lines of the drawing are quickU-
fixed on the sheet with a lead pencil. Afterward the films are washed
with soap and hot water.

742 THE SCHOOL

The last stage comes when, with the original sketch in the book
beside me, I go over the drawing with a small brush and India ink,
developing the outline and more or less of the shading. This may seem
a great deal of work, but let me indicate some of the advantages.

Students may begin to draw the moment the class opens, instead of
having to wait until the drawing develops. At the same time the teacher
may go among them with suggestions and criticisms. The result is a
neater note book. The drawing they work from is much better than if
drawn freehand on the board. Instead of being in white lines on black,
it is in black lines on white, the same medium they are using. The
teacher has to do the drawing only once. It may be carried from room
to room, and one is not afraid the janitor will rub it off before one has
finished using it. It may be brought out for review or for students who
were absent the first day and missed it. In a lesson, several drawings
may be used, more than could possibly be drawn in a lesson period.
One can accumulate an equipment of drawings in any subject, copying
them from books that one is too poor to own, or that one borrows from
one's neighbours.

It goes without saying that students are not required to copy every
drawing put before them, but a picture or diagram makes an excellent
focus for the attention of a class and as a means of instruction can
produce more vivid conceptions in their minds than any number of words.

These numerous advantages and some others more than compensate
for the work involved in preparation.

"Father," said a little boy one day, "where is atoms?" "Atoms, my son! You
mean Athens, surely?" "No, father — atoms, the place where things are blown to."

Young Wife — " I got a beautiful parchment diploma from the cooking college to-day
and I've cooked this for you. Now guess what it is."
Husband (trying the omelet) — " The diploma."

The teacher's last question was meant to be a scientific poser. " What is that which
pervades all space," she said, " which no wall or door or other substance can shut out?"
No one had an answer ready but Freddy Sharpe. "The smell of onions. Miss," he said,
promptly.

School Examiner — " What is the meaning of false doctrine? " Schoolboy — "Please,
sir, it's when the doctor gives the wrong stuff to the people who are sick."

Teacher — "What happens when a man's temperature goes down as far as it can
go?" Pupil— "He has cold feet, ma'am."

"There's a young man who makes little things count." "How does he do it?"
"Teaches arithmetic in the infants' school!"

Primary Department

Maple Hill School, Bi-rritts Rapids, Ont.
Teacher, Miss A. M. Doran.

Send in a "snapshot" of your school for reproduction on this page.

[The School undertakes to answer promptly, by letter, all reasonable questions,
if correspondents enclose stamped, addressed envelope. When this condition is not
met, answers are g^iven on this pag^e as soon as space is available.]

Correspondence

2225 Rae Street, Regina,
May 2, 1918.
Dear Enquirer:

I hope I am not "twenty minutes late" in giving you a few suggestions
for your bazaar. Qo you live "on the land?" I am assuming that you
do. How would it be to serve tea as an accessory during the fact — even
without sugar it is acceptable; and, with a couple of sandwiches, money
can be made by selling it at 10c. a cup. For articles to sell you might
have bags of all descriptions (like the rats of Hamelin), caps, also aprons,
sensible work-a-day ones, calendars (minus the pads and made by pupils),
emergency sewing kits, change purses, tags for Christmas parcels (also
made by pupils) , sets of gingham collars and cuffs, slips of plants (rooted) ,
recipes (tested, and especially adapted for war time), skirt hangers,
towels of all .sorts, tatting by the yard, crochetted pin-cushion tops — and
keep the price within the dollar limit if possible. Then write to the
different firms for sample packages of baking powders, ketchups, soaps,
cleansers, and so on. They are most generous when the object is
patriotic — it really is a good advertising device anyway. Is that enough ?
If I can give explicit directions for any of them I shall be happy to do so.
Hf)[)ing there is something that will appeal to you,

I am, Yours truly, Cora R. L. Fisher.
[7431

Nature Occupations for Little Fingers

FLOREXCE M. CHRISTIANSON
Niagara Falls South

THE dandelion — the dearest flower that grows — is with us. Dearest
—because it is everywhere — "the first pledge of blithesome
May," "an Eldorado in the grass," "dear common flower, that
grow'st beside the way." How the youngsters look forward to its com-
ing, for it lends itself so well to fashion chains for their decoration!
Dandelion-chains are made much as we make daisy-chains where these
flowers abound. And the little ones come trooping in after play-time
with their off^erings. If the teacher puts a few of the best about her neck
and wears them for a few moments the maker is afforded infinite delight.

A dandelion-sheaf makes a beautiful filling for a jardiniere and
will keep fresh for a week or more, if provided with fresh water daily.
Some of the children out for a walk one day, came to a place where great
tall dandelions grew and, knowing the teacher's predilection, gathered a
large bouquet about fourteen inches in circumference, tied it tightly in
two places with cord and cut ofT the stems uniformly. The next morning
early it stood on the teacher's desk. This is a delightful way to enjoy
the golden sunshine stored up in the golden-cups.

Many flowers and some flowering weeds are easily converted into
miniature dolls. The poppy is one of these. The floral envelope is turned
back over the stem and tied with a piece of thread just below,the stigma.

From the fruit of the burdock children can make baskets, teddy-
bears, dolls, houses, tents, and various articles of furniture for the
doll-house. Take the youngsters for a walk along the • roadsides fre-
quented by the burdock-people and gather a large quantity of burs in the
green state. Then retire to your own yard or sit under a tree and show
how to fashion a few things and it will not be long till the child will design
something else

The maple and other trees having key-fruits lend themselves -admir-
ably to the construction of belts, hat-bands, etc., a stout string in a large
needle being all that is required to make them. The leaves, too, make
beautiful wreaths. Teach the child to gather entire, uniform-sized
leaves and show how to fasten them together with long stems. These
make pretty garlands and bandeaux.

Corn-husks can be cut into strips of the right size and used for making
corn-husk chains, such as are made from coloured paper. And, if some
of the husks be dipped in red dye, a very p'retty chain results from
alternating the colours. They are novel and more durable than those
fashioned from paper.

[744]

NATURE OCCUPATIONS FOR LITTLE FINGERS 745

Rose-haws and thorn-apples strung on a cord will make fine decora-
tive material both for the child's use and for the schoolroom. These
chains may be put away carefully, and used to help make the Christmas
tree beautiful. Children get intensely interested in this work and much
of it may be done out-of-doors.

Horse-chestnuts gathered while the rough outer covering is still
green may be readily pierced by a darning needle and so strung. The
rich brown of these, interspersed with one or two bright, red thorn-
apples, makes a much admired chain. i

The white-pine needles and the longer needles of the red pine may
be gathered if one has access to these conifers and are admirable' for use
in various kinds of number work. Their dainty, piney odour, their
restful colour and the fact that they are natural "counters" make them
especially valuable. Have each child gather his own supply and keep
them in a small box in his desk to use as occasion requires.

These are only a few suggestions but the teacher will be able to
invent others. These are the simpler things that we find ready to hand
when we go on our rambles or when the children are at play.

To fashion these things in a portion of the playtime is instructive
and restful and gives the child a means of entertaining himself. Such
work encourages inventive skill, delights, amuses, and inculcates care
and patience. It fosters the spirit of co-operation and prepares the
child for the life out of school.

This nature-play makes the child at home in the world at large; he

becomes indep)endent, for he has power in himself to invent his own

entertainment. Wordsworth, the nature poet, voices this spirit.

"Nature never did betray
The heart that loved her; 'tis her privilege
Through all the years of this our life to lead
From joy to joy."

Functional Arithmetic in the Kindergarten and Primary

School

ETHEL M. HALL
Kindergarten-Primary Form, Ryerson Public School, Toronto

TOO often number has been taught as a subject entirely separated
from life or at least having little direct relation to it. Such
teaching of number must be changed and adapted to meet the
life interests of children in their relation to the world.

To teach number entirely in the abstract is useless and wasteful.
What direct use in life can long addition "questions" have? When a

746 THE SCHOOL

bank clerk wishes to add several long columns of figures, he does it by
means of an adding machine. The same objection can be made to long
multiplication, division, or subtraction "questions". The functional
use of number would he that which would refer directly to some life situation.

McLellan and Dewey say: "The development of number in school
should follow the psychological development of life. There are two
ways of teaching number: (1) By abstract quantity; (2) by the direct
property of things. Number does not belong to things in themselves,
but is the economical adaptation to some use or purpose. Number is
not taken from things but is put into them."

Gesell says: "The number sense is stifled by notation on the black-
board and not developed by the fundamental conception of size, distance
and form in every open field. Number conceptions are bom in nature, not
in arithmetics. Out of doors the child's sense of direction may be easily
trained to feel north, south, east, and west. There the relation of height
of trees, shrubs, and plants, the length of his garden plot, the space
between rows of vegetables, establish standards of measure and propor-
tions. The child cannot deal with these concrete expressions of life and
motion without constantly making comparisons, training judgment,
stating and verifying conclusions. These experiences are the bases of
number experiences. The child needs intimate experiences with long,
short, round, square, big, and little. What possible good can a question
like this do him: ' If I had ten oranges and ate five, how many have I
left',^ — if he is not likely to possess an orange?"

Dr. Dewey says: "Only that which functions in a child's life is
concrete." If this be so then the teaching of number must be localized
to meet the requirements of each individual life.

Professor Eugene Smith says: "The earnest teacher, awake to the
needs of the business community in which a school is located, can hardly
fail to introduce genuine problems with local colour to enliven the work
in arithmetic. There is always an interest in getting outside the text
and making an attempt to touch home life."

To arouse the child's keenest interest and thus secure his best effort,
the data of some of his problems must be of such a nature that they will
help him interpret his every-day experiences. Nothing touches him as
closely as the reference to his home or community.

Dr. Dewey says again: "Arithmetic and abstract notions represented
by figures are meaningless to a child of six, but number as a part of
things he is playing with or using every day is so full of meaning that
he soon finds he cannot get along without a knowledge of it."

In dealing with number the question has frequently arisen: Should
number be taught at all in the first year of school? Professor Eugene
Smith says: "In favour of having no arithmetic in the first year it is

FUNCTIONAL ARITHMETIC IN THE SCHOOL 747

argued that the spirit of the kindergarten should extend through all the
primary grades; that the number work should be introduced only when
there is direct need for it, all learning being made attractive and natural,
and education appearing to the child as a unit instead of being made up
of scattered fragments. Such a theory has much to commend it not only
in the primary schools but everywhere else. Opposed to it is the rather
wide-spread idea that much kindergarten work is superficial in aim and
unfortunate in result; that children who have been trained in kinder-
garten are wanting in even the little seriousness of purpose that they
should have; that they have no power of application; that they have
been coddled mentally into a state that requires constant amusement as
the condition for doing anything. The dispassionate on-looker in this
old controversy probably feels that there is truth in both lines of argu-
ment and that mutual good has been the result.

"Ancient education was a dreary thing and to the spirit of the
kindergarten, although not to extreme Frobelism, we are indebted for
the brighter spirit of the modern school. On the other hand to make
children self-reliant, independent in thinking, conscious of working for
something definite, demands more seriousness of purpose than seems to
pervade the ordinary kindergarten."

But most of the experiences of the kindergarten can be used for
training in numter. The construction exercises which are so prominent
a feature in the kindergarten and primary are admirably adapted to lead
gradually to mathematical abstractions and generalizations if the aim
of the kindergarten is, as it should be, an effective preparation of the
child for his subsequent educational course.

Where the "gifts" of Froebel are still retained, simple number facts
may be developed. In the first gift the child has the ball as a measuring
unit and can visualize and number as far as six and develop the facts of
these numbers.

The second gift introduces the idea of volume, angle, line, point,
surface, square, and curved face. In the third gift he may learn eight,
one half, one quarter, one eighth, comparison of volume, shape, height,
and surface. The fourth gift introduces a different magnitude — we can
compare the cube and the parallelepiped, showing the equality of volume.
Thus we may proceed throughout the gifts, extracting number relations
wherever possible. But, after all, are we not in most cases putting into
the gifts that which the child never would see unless his attention is
called to the facts?

But the child entering the kindergarten is not destitute of number
experiences. F"or example, one child below kindergarten age could count
to three hundred, tell the time on the clock or watch, knew how many
make a dozen, how many feet in a yard, and inches in a foot.

748 THE SCHOOL

Is the normal child entering the primary at six ready for number
work? Professor Smith believes that it will depend upon the taste and
inclination of the child. "Has he such a taste for number as shows
him mentally capable of studying the subject at the age of six and are his
needs such as to make it advisable for him to do so? There is no doubt
as to the answer. He takes as much delight in counting and in other
simple number work in the first grade as in anything else that the school
brings to him, and he makes quite as much use of it in his games, his
'playing store', his simple purchases, his reading of the conversation of
the home and the play ground, as he does of anything else he learns.
If we could be sure that in the incidental teaching that is so often advo-
cated he would have these tastes and needs fully satisfied, then arithmetic,
as a topic, might be omitted from the first or even the second form, but
since we are fairly sure that it will not be accomplished in the average
school, then it is our duty to assign a definite allotment of time and of
thought to the work in the kindergarten-primary." Where the pupils
are of foreign parentage, the language of number must receive special
attention.

"Number is but one more social tool," says Dr. Dewey, "to help the
child to interpret the world and. use it. This new tool becomes an
unconscious aid and help in his work." Professor Norseworthy believed
"that number should be taught only as the situation required it."
"If we take number," says Dr. Dewey, "as a subject isolated from
social activities and uses, then the aim of instruction must be to cover
the whole ground. Any failure to do so will mark a defect in learning.
But not so if what we as educators are concerned with is that pupils shall
realize the connection of what they learn about number with vital social
activities. The question ceases to be a matter simply of quantity and
becomes one of motive and purpose.

"The industrial phase of the situation comes in, of course, in the
fact that these social experiences have their industrial aspect. This does
not mean that his number work shall be crassly utilitarian or that all the
problems shall be in terms of dollars and cents. On the contrary, it means
that the pecuniary side shall be relegated to its proportionate place
and emphasis put upon the place occupied by knowledge ot weight, form,
size, measure, numerical quantity, as well as money in the carrying on
of the activities of life.

"The problem is not the impossible one of accjuainting the pupil with
all the social uses to which knowledge of nuraber is put, but to teaching
him in such a way that each step which he lakes in advance in his know-
ledge of number shall be connected with some situation of human need and
activity, so that he shall see the bearing and application of what^he has
learned."

THE BURDEN OF MARKING ESSAYS 749

Any child who enters upon the study of number already has exper-
iences which involve number. Let his instruction in arithmetic link
itself to these everyday social activities in which he already shares, and
the problem of socialization of instruction is solved.

Abstract work is quite as interesting as concrete; it is a game and
all the joy of the game element in education may be made to surround it.
As much fun can be had in a lesson in fractional parts as in a game of
marbles or ball. Most of the practical life arithmetic is in the abstract
and demands swiftness and. accuracy. Therefore, the duty of the
kindergarten-primary teacher is to teach number in such a way that the
little pupils will look forward to every lesson with the pleasure of antici-
pation and the happineds of realization.

The Burden of Marking Essays

Report of Committee.

IT has long been felt by many teachers of English that the marking
of compositions, particularly where the classes are large, makes
excessive demands upon both time and energy. At the 1917 session
of the Ontario Educational Association this subject was considered
in the English and History Section, and at the close of an animated
discussion a committee of five was appointed to bring in a report at the
next annual meeting. What follows is the report as adopted by the
Section at the recent meeting of the O.E.A.

Report of Committee on Ways and Means of Lessening the Burden of
Composition Marking.

Your Committee appointed last Easter to report on ways and means
of lessening the burden of composition marking begs to report as follows :

In order to submit as comprehensive a report as possible, circulars
were sent to a number of representative teachers of English throughout
the Province asking definite information on the following points:

1. Do you consider that the task of marking compositions makes excessive demands
upon your time?

2. To how many pupils do you give instruction in comiwsition?

3. How many com [xisit ions, exclusive of class exercises, do you mark per pu])il
per year?

4.' How many spare periods per week have you for marking compositions?
.'). By what percentage of your staff is composition taught?

(>. Do you consider it essential that every composition be marked with minute care?
7. Coufd you suggest any method of lessening the burden of composition marking
without decreasing the effectiveness of your work?

750 . THE SCHOOL

Replies to these questions were received from tiie following twenty-
five schools: Napanee, Owen Sound, Brockville, Perth, Renfrew, Orillia,
Goderich, Windsor, Kingston, London, Morrisburg, Peterborough,
Ottawa, Paris, Collingwood, Smith's Falls, Stratford, Omemee, and the
following schools in Toronto: Jarvis, Malvern, Parkdale, Oakwood,
Humberside, Harbord, The University of Toronto Schools. It will be
noticed that small High Schools are represented in this list as well as
several of the larger collegiates.

From the information received in this way, these deductions were
drawn:

1. That while composition marking is considered no great burden
in the small High Schools, there is a very strong feeling among teachers
of English in the larger centres that they are the victims of excessive
home work in this subject, made all the more objectionable in view of
the number of their fellow-teachers in other departments who escape
all such drudgery.

By those who declared that the burden was excessive the average
total number of compositions marked per year was 897; by those who
replied to this question in the negative the number was 420. Of twenty-
five replies, representing as many schools, thirteen regarded the work
as excessive, eight 'had no complaint to make, and four were non-com-
mittal.

2. That some teachers have an excessive number of compositions to
examine. One report indicated that over 1,700 essays were marked by
a teacher in one of the larger collegiates who had only one spare a week!

3. That there is no semblance of uniformity in the number of essays
given during the academic year, the number as reported varying from
"seven or less " to 18 or 20. The average number written by each of the
1,500 pupils covered by this report is 10.87. The average number of
essays assigned a year by each of the twenty-five teachers reporting is
10.44.

4. That an insufficient number of spare periods for marking essays
is granted teachers of composition, the average being three per week for
60 pupils. Moreover, many reported that few of the spare periods
set aside for composition marking could be devoted to that work.

5. That the average percentage of teachers marking composition
is between 44 and 45.

6. That most teachers are of the opinion that all compositions should
be carefully examined.

7. That there is a strong feeling among those who regard the burden
as excessive that the work should be more equitably distributed among
the teachers of the various staffs; that there is a feeling that the pupils'
profit is not commensurate with the teacher's labour; that the pupils'

THE BURDEN OF MARKING ESSAYS 751

power of self-criticism should be developed; that a greater use might be
made of shorter compositions; that live topics should be assigned. In
this connection, the following expressions of opinion may be found of
interest: "Give each member of the staiif a class. I don't see why the
burden should fall on the English and language teachers." . . .
"Distribute the burden. All the staff, with perhaps one or two excep-
tions, should teach this subject. There are obvious objections to this,
but they can be avoided if the great importance of the subject is appre-
ciated. Team work is needed here." . . . "I would make each
teacher handle the subject in the room of which he is form-master.
If I were given this arrangement, my grievance at teaching composition
would at once and absolutely end."

After a careful consideration of the whole question your Committee
recommends the following:

1. That under no circumstances should, any teacher be called upon
to correct the composition of more than one hundred pupils.

2. That in order to allow for a decrease in the number of essays
examined per year, without at the same time decreasing the effectiveness
of the work, the following suggestions should be given efifect :

(o) That neatness in written work should be insisted upon by all teachers in all
subjects. Composition teachers should refuse to e.\amine any work showing clear
evidences of carelessness, undue haste, or untidiness.

(6) That the pupils' critical powers should be called into play by the frequent
correction, under the teacher's supervision, of one another's class exercises.

(c) That — possibly excepting the Lower School — at least one short prose work be
read intensively in class every year. Your committee feels that it is unfortunate that
in many cases no careful study of prose texts takes place in either the Middle or the
Upper School. While the discussion of pupils' essays in class has its place, and while
the home reading in prose is not to be belittled, it is felt that many of the principles of
literary composition can best be taught by pupils having in their hands prose works by
the best writers. Such suitable little books are obtainable at a moderate price and
their use in the classroom should be insisted upon.

3. That no teacher be required by either principal or inspector to
correct more than seven formal compositions per pupil per year. To
your Committee it seems absurd that so many compositions should be
required from all that no opportunity is afforded of examining additional
work from those who really need, help in this subject. For the best
pupils, seven formal essays a year is ample; for the worst, twice that
number would not be too many. Some discretionary power should be
left to the teacher.

4. That in the Middle and Upper Schools three spare periods a week
should be allowed for each composition class of thirty or over and
in the Lower School at least two spare periods a week. By spare period
is meant one during which the teacher is entirely free from all class
supervision. Consecutive spares are particularly valuable.

752 THE SCHOOL

5. That the burden of composition marking be more equitably
distributed. If English is the medium of expression of all pupils in all
classes, then every teacher is vitally interested in correct expression,
in clearness and orderliness of thought. Let the teachers of classics and
moderns bear their share, they are well fitted to do it. Nor need one
apologize for including even those favourites of fortune- — the mathe-
matical masters. It is not alone the burden of marking compositions
that now stirs resentment among many teachers of English; it is the
feeling of injustice that they should suffer while others escape. We
cannot too forcibly urge a greater equalization of the burden.

6. That in our larger city schools an office girl be employed. Besides
freeing the Principal from much clerical work, she could be of very
great assistance to teachers of composition by providing them from time
to time with enough duplicate copies of selected faulty or model sen-
tences or paragraphs to permit each pupil in a form to do effective class
work in criticism.

Nature Study for June

PROFESSOR G. A. CORNISH, B.A.

Faculty of Education, University of Toronto

For the First Form — The Pansy.

No garden plant appeals more to the girl or boy than the pansy.
The flowers are so large, richly coloured, and variable in appearance, that
the pupils are at once attracted. This flower is a close relative of the
violets that grow in the woods, and the similarity should be pointed out
to the pupils. The First Class might very well be taught the names,
sepals and petals, from this plant. There are five green sepals forming
an outer and lower circle of leaves around the flower. Without removing
these, let the pupils ascertain how many coloured leaves there are in the
next, circle which forms the conspicuous part of the flower. Have them
note the large lower petal. This forms a platform on which the bee
rests when visiting the flower. Then there are two lateral petals and two
large upper petals, making five altogether. On the base of the lower
petal is a short sac containing the nectar which the bee delights to sip.
If this sac is opened there will be found projecting into it two translucent,
green, club-like masses. These are the organs that secrete the nectar
which drops into the nectar sac, there to be kept until the bees come to
take it. The structures at the centre of the flower are too complicated
for a First Form class to understand and may well be passed over.

NATURE STUDY FOR JUNE 753

Late in the season the plant should be examined for the seed pods.
It has what is called an explosive fruit. When the pod is ripe, if it is
touched, it explodes and scatters the seeds to some distance.

For the Second Form — The Cecropia Moth.

Occasionally one hears that a very large and rare moth or butterfly
has been discovered resting on a wall or other surface. In fact, the local
papers often consider such a discovery of sufficient importance for
mention in their columns. The supposedly rare insect is most probably
the cecropia moth, which is in reality not rare at all, but quite common.
As it flies at night, however, it is not very frequently seen by the casual
observer.

THE CECROPIA MOTH
From Handbook o/ Nature Study by Anna B. Cumstock. Comstock Publishing Company, Ithaca, N.Y.

The illustration gives a good idea of its appearance. The best way
to obtain specimens is to gather their cocoons in the winter or spring
before the leaves open. These cocoons are the largest found in the trees,
and are quite common on the branches of shade and garden trees. The
cocoon is kept in a pasteboard box with a window cut in one side, the
opening being covered by netting. It is preferable to keep the cocoon
in a cold place throughout the winter and thus to imitate its natural
environment out of doors. A rare sight, indeed, it is to see this beautiful
creature emerge from the cocoon. At first the wings are folded down
over the body. Gradually they dry and spread until finally they are
quite expanded in all their glory, measuring sometimes fully six and one-
half inches from tip to tip. Don't leave this moth any sugar or sweetened
water to sip, for it never takes food. It lives for only a couple of weeks

754 . THE SCHOOL

at most — just long enough to lay its eggs. These eggs soon hatch into
little caterpillars which rapidly devour the leaves of the trees on which
they are found. As they eat a great deal of food, they grow very fast.
Soon they develop into those great green worms found in the trees.
Each is as thick as the thumb and has projecting, coloured warts of
blue, orange, or yellow. If you can find one of these caterpillars and put
it in a box as above described, there you are likely to see one of the most
remarkable processes in nature. It begins to weave its silken shroud.
Finally, the shroud is complete with the caterpillar packed away inside
of it. And how tight it must be packed to crowd such a big body into
such a small space!

For the Third Form — The Wood Lotise.
The wood louse was described very fully on pages 641 and 642 of the
May number of The School. To this description the teacher is
referred for information.

For the Fourth Form — The Leaf.

Select twigs from the maple, lilac, willow, and butternut. Let the
pupils examine these as to their arrangement on the stem, also as to their
shapes and margins; introduce such terms as alternate and opposite for the
arrangement, simple, compound, lobed, serrate, and entire for the shape and
margin. Then discuss the uses of the leaf. The primary use is to
manufacture starch in the presence of sunlight. This is synthesized
from water brought up from the roots and carbon dioxide taken in
through the leaf. Emphasize the fact that this process can be carried
on effectively only in the sunlight. Then examine the leaves in a plant —
out of doors, if possible — in order to see how they are arranged so as not
to shade one another. The arrangement on the stem, the shape of the
leaf, the length of the petiole, and many other features are all for the
purpose of adapting the foliage to receive the maximum of sunlight.

The second important function of the leaves is the evaporation of
water. A stream of water enters through the roots, passes up through
the stem, and out through the leaves. This stream carries up the nitro-
genous material and mineral salts to the leaves, and a vigorous stream
means vigorous development. It is, therefore, essential that there,
should be a rapid evaporation from the leaf, provided the soil is moist
enough to allow adequate absorption. In many ways leaves are adapted
to assist rapid evaporation. The narrow j)etioles, causing a waving
motion in the air, are very effective in this respect. This process of
evaporation of water — called transpiration — ^can be readily illustrated
by rolling up the blade of a leaf on a geranium plant so that it can be
inserted into a narrow-necked bottle. When the blade is inside the

PENCIL TECHNIQUE 755

bottle (which must be dry) and the petiole extends through the neck
and is still attached to the plant, set bottle and plant in a bright window
and fill the neck of the bottle 'with absorbent cotton. In half an hour
the inside of the bottle becomes dim with mist, and in a few hours drops
of water will be trickling down the glass inside. These drops must have
come from the leaf.

Pencil Technique

EDWARD H. THOMAS,
Perth .\venue School. Toronto

TIMOTHY COLE has been quoted as saying: "My line is nothing,
I do not think about it ; it means nothing in itself ; all that matters
is what I say and what my line expresses." This would place all
importance in art on expression and this, indeed, is where the greatest
emphasis should lie. But should the stress always be placed on the
finished expression, or is there a time and a place for close and thoughtful
attention to the line itself?

Assuredly, the schools and training institutions are the places for
the proper perfecting of the line itself. The writer who quotes Cole as
above makes clear his recognition of this when he says: "We understand
him (Cole) to mean that he is no longer hampered in the free play of his
imagination by technical considerations; hand, eye, and brain have been
thoroughly trained to work in perfect unison." This technical training,
leading to perfect control, is imp)erative if the finished masterpiece is
ever to be realized.

That the foundations of mechanical perfection should be laid in the
schools must be conceded if any result is to come from our awakened
consciousness of the need of national development in the graphic and
decorative arts. Probably the most convenient medium for expression
of this kind is the pencil. The soft, grey, silvery effects of a pencil
drawing are at once attractive and full of charm.

The problem, then, is to discover the most characteristic and expres-
sive manner of using this medium, and, having decided on this, to find the
best means for training the beginners and ' improvers ' so as to lead them,
in some small degree at least, towards that hoped-for day when the
"hand, eye, and brain will be trained to p)erfect unison."

As far as outlines and boundaries are concerned there is only one
answer. Expressive line with the pencil demands an immediate dis-
tinction between those edges adjacent to the source of light and those

756

THE SCHOOL

farther away. (See diagram "A"). A fine, hair-like, and sometimes
even broken, line should be used for the edges nearest the light. A
heavy, firm, and decisive line must be used in the shade and shadow.
Much practice should be given in this method of rendering before fully-
toned and shaded drawings are attempted. Of course, it is presumed
that the most painstaking care has been given to the correct reproduction
of the outline of the particular form before the subject of pencil technique
is approached at all.

It is, however, when one approaches the question of the best method
of rendering mass, tones, and shadows in pencil drawing that differences
of opinion may arise.

How, then, may we render best, in pencil, mass, tones and shadows?
Three answers, at least, may be offered. First, by solid tones as at B
Second, by distinct lines as at C. Third, by crossing lines as at D

liii:

t?

The reason for refusing to accept the first solution is that it is not char-
acteristic of the pencil. The effect produced in this way is very close to
charcoal work, and thus lacks distinctiveness. The texture and the
' life ' of the paper are also frequently lost in the production. The results
are not as sure and dependable as in the method selected below.

The third method leads, with beginners especially, to the sacrifice
of exactness in order to obtain sketchy results. The exact value of the
cross-hatched line in the process of drawing is hard to measure. It over-
emphasizes and lessens the firm and striking qualities of the production.
It arrests the eye, distracts the attention, and prevents unity. The cross-

PENCIL TECHNIQUE

757

hatched line seems to invite freedom too soon and careless methods are
always difficult to eradicate.

The second is by far the preferable method and presents fewer
difficulties in reproduction. The distinct line, devoid of cross-hatching,
is characteristic of Walter Crane, and is preferred by R. G. Hatton in
Figure Drawing, p. 8.

For the rendering
of tones and shadows
a broad, dull, chisel
point is the best. The
lines may vary in
thickness from a
thirty-second to a
sixteenth of an inch.
Much better results
are obtained from
work where the lines
are parallel to one of
the containing edges.
Generally speaking,
all vertical surfaces
should be in pierpen-
dicular shading, and
horizontal surfaces in
horizontal shading
(see figure £). Spher-
ical forms may be
either vertical or
horizontal (figure F).
Walter Crane, in Line
and Form, p. 209,
models a sphere en-
tirely with horizontal
lines.

Much practice

must be given in drawing parallel straight lines. That most children
in the upper ff)rms of the Public Schools cannot draw a straight line
seems to be a fact. The self-control demanded in the parallel shading
of a three-inch square is invaluable.

Close attention must be given to tone values and this c'emands a
thorough understanding of a fixed scale. For pencil-work a scale of nine
values is preferable. The extremes should be clear white and a 3-B
black, with only thread-like spaces between the lines.

758 THE SCHOOL

The pupils should prepare the customary nine squares of, say, two-
inch dimension. Leave the first unshaded, and shade all the other eight
with a faint, silvery-grey tone using H.B. pencil very lightly. Repeat
the process a second time, excepting square No. 2, and almost imper-
ceptibly increasing the pressure on the pencil. Repeat the third time,
leaving the third square untouched. Follow the fourth time, using
this time a B. pencil and omitting square No. 4. Repeat again and again,
changing to a 3B. pencil after No. 6 square has been done. By the time
No. 9 panel has received its last shading, the line of white paper showing
between the pencil lines should be very hair-like, but still distinct and
continuous, and as black as a 3B. pencil will make it (see diagram).
A satisfactory scale of values may not result from one attempt, but
repetition and practice will produce the desired result.

It now remains to make clear how it is proposed to use this scale
of values. At this point it would be well to adopt the scheme of naming
the white, tone 1, the black, tone 9, and the intermediate values by
the proper intervening numbers.

A few observation lessons should now be taken for which an outline
drawing of a group of models should be prepared.

At this stage it is necessary to emphasize the need of a proper grada-
tion of models, having in mind only the rendering of light and shade.
Rectangular objects should be used before circular forms — the opposite
order would be correct, of course, in studying form.

Having, then, completed outline drawing of the group of models
before the class, each pupil should mark the boundaries of the various
areas of tone and shadow with a light, yet distinct, pencil line. For each
of these areas use the number identifying the value of the tone with the
corresponding value in the scale, as in diagrams H and G. The resulting
diagram of tone values is invaluable and also forms a permanent record.
This simple scheme overcomes the difficulty of changing light, so trouble-
some to slow-working beginners. The drawing may now be finished,
after the models have been removed, or at home, if necessary.

This exercise, followed up for some time, will produce a sensitive-
ness to tone of light and shade quite surprising in itself and (which is
always gratifying) very true to nature. The value diagrams may be
made on tracing paper, thus preserving the original drawing clean for
completion.

The process of finishing the drawing is now quite simple. Suggestions
as to direction of shading lines have already been given. Now, very
lightly, sketch, on the various areas, direction lines, at about one-half
inch apart. These must be scrupulously straight and parallel, if the
containing sides are parallel. If the adjacent sides approach each other,
the space between must be proportionately divided by the guiding lines.

THE CAMERA AND CANARIES IN WARFARE 759

If the surface of the model be of a double curve, the guiding lines should
conform to the contour of the object at that particular point.

The whites, tone 1, are left untouched, and all the remaining surface
is covered with tone 2, the high-light tone. Next, tones 2 are left, and all
the remaining areas are covered with the repeated shading forming tone 3.
This process is repeated until the darkest shadows have been rendered.

Of course, the range of light and shade in a particular study may
not vary from white to black, but the process is the same. The student
must fix definitely in mind the value of the two extrem.es and produce
the intermediate values as indicated.

No need is felt, when using this method, of cross-hatching. However,
when mastery of these simple, single, shading lines has been obtained,
no conventional method need be discouraged, providing that it produces
the right expression. After thoroughly mastering the regularity and
distinctness of this method, scope may be given to individuality and
character; and deviations producing sketchiness and vigour may be
allowed and even encouraged.

The Camera and Canaries in Warfare

H. A. GRAIX(;ER, B.A.

University of Toronto Schools

OF the many scientific instruments which in this world war hiive
been put to new uses one of the more important is the camera,
the valued instrument of the airmen and the spy. The latter
now usually supplements his report with a photograph, which is much
more accurate than was the former oral or written description, even when
it was accompanied by sketches. The small vest-pocket camera is most
valuable for work of this kind. Negatives as small as one square, inch
yield enlargements which under the skilled reader's examination reveal
valuable data.

The wonderful work of the airmen as scouts is possible chiefly on
account of the unforgettable record of the camera. Special aeroplanes,
called camcraplanes, are u.sed for obtaining pictures. Owing to their
greater weight, which is necessary for steadine.ss, and their slower speed,
these cameraplanes are nearly, or quite, useless for fighting; and, as the
crew must give their whole attention to the securing of the best possible
pictures, the cameraplanes are accompanied on all expeditions by smaller
and much faster battleplanes.

Originally the ordinary hand camera was used. Lenses with much
longer focus are now employed so as to secure larger images and greater

760 THE SCHOOL

detail. Very cumbersome cameras, four feet and more long, are in use
and the tendency is towards still larger sizes. These are built into the
plane and exposures are made through a well in the bottom. To hold
any camera over the side of an aeroplane against the terrific wind pressure
is very difficult. Many were torn from the photographer's hands in the
early days. An ingenious scheme recently perfected is to have in the
corner of each exposure the photograph of a compass needle. Motion
picture films with upwards of seven hundred possible exposures are being
used with success.

Before an offensive thousands of pictures are taken. The informa-
tion is collated by experts and the commander's maps are brought up to
the minute. This will show such enemy activities as new railways,
batteries, communication-trenches, and "pill-boxes".

Before leaving their destination, air raiders are supplied with photo-
graphs on which are marked certain areas which require their special
attention. It is customary for bombing planes to make exposures before
and after their work so as to show the measure of success attained. Drum-
fire ranges are often secured from photographs. So expeditious is this
branch of the service that, in some cases, it is only a matter of minutes
from the taking of the pictures till the negative is before the reader.

Much of the aerial activity on the Western front is caused by the
attempts of cameraplanes to secure photographs. This, of course,
results in conflicts between the accompanying battleplanes and the
enemy's planes.

Canaries for Military Use.

The engineers who do such splendid work in "elevating" the enemy
have taken a leaf from the book of the coal-miners. The dread foe of the
latter and former alike is an invisible, inodorous gas — carbon monoxide.
This substance is one of the products of the explosions. If the enemy's
tunnel is close at hand, the gas may penetrate that in which the Allied
soldiers are working. At times a tunnel is fouled by the explosions set
off within it and the members of the working-party succumb to an
insidious foe. Since birds feel the poisonous effects of the gas before
human beings do, they are carried in cages held above the head, because
the gas is slightly lighter than air. The canar>' falls over on its back
in the presence of the gas, giving the men ample warning of their danger.
The return to fresh air revives many of thg birds, some being veterans
of several attacks. This seems to some a very cruel process, but the
birds are just "doing their bit." They are saving men's lives and, of
course, the life of a man is of much more value than the life of a canary.

f

The War and Neutral Nations

FRANK HALBUS, B.A.
University of Toronto Schools

TRULY the lot of the neutral is hard and as the war goes on will
become more and more difficult. The rigorous methods at last
adopted by the Allies, after months of procrastination and costly
delay, have closed many of the ordinary channels of commerce. Numer-
ous trade restrictions imposed by the belligerents have hit hard the
industrial life of neutrals. The warfare of the great powers exposes the
little neutral nations to the danger of being economically crushed between
the battling giants. International agreements present new difficulties
and conflicts of interests, and injure national industries. As a conse-
quence, the cry of the conscientious neutral is raised against the so-called
dictatorial conduct of the British fleet in its interpretation of international
law as regards neutral rights.

This business of neutrality is a serious affair for any country and
one of which the possible penalties have never been fully understood.
Does the neutral consider the great cause for which Britain is fighting?
Britain is fighting to establish the greatest of all neutral rights — the
right to freedom. International law, like all human law, must have a
certain elasticity and must conform to facts. Neutral commerce has
received a blow that was inevitable because a great war cannot be
strictly delimited. The infractions of neutral rights concern the non-
essentials, whereas the great struggle concerns the fundamentals. An
article in the Round Table expresses this idea. "When one of these
fundamentals has been challenged, there ought in principle to be no
neutral rights and no neutrals. . . . No nation is entitled to say
that its rights entitle it to obstruct those who are endeavouring to defend
international right and liberty." In time of peace the seas have been
free for all countries. This freedom was won by the British fleet, three
hundred years ago, and it has been maintained by the British fleet ever
since.

While the Allies fight together and trade together in increasing
friendship, the neutral countries, Switzerland, Finland, Denmark,
Holland, and Norway, are experiencing an isolation of increasing cold-
ness. Yet those neutral nations are facing a dilemma. Their economic
existence is just as dependent on importation of coal and iron from the
Central Powers as upon overseas importation of foodstuff^s and raw
materials from the Entente countries. Neutrals, therefore, have until
the present been supplying Germany freely with various necessities.

1761 1

762 THE SCHOOL

They seem to have depended upon the certainty of the AHies long-
suffering tolerance as against an equally sure knowledge that Germany
will stand no trifling, and will inflict speedy and severe punishment for
disregard of her behests. Neutral nations not only fail to lend a helping
hand but they put obstacles in the way of the Allies. Britain's sons
and brothers are being killed at the front in hellish carnage; her seamen
are sent to their deaths by all manner of devilish piracies; her women
and children are murdered from the skies in a ruthless endeavour
to terrorize her; and yet she is expected to listen patiently to complaints
that neutrals are not allowed to carry on "business as usual". It is
surprising to see neutral nations themselves accept from Germany
murder, rapine, and insult, patiently and even politely; while they raise
an almost greater protest because the Allies insist on inspecting their
commerce and maintaining a postal censorship.

Consider the export policy of Holland alone. That country sus-
tained and encouraged the universal enemy by supplying him in the
most prodigal manner with foodstuffs and other things which he needed
badly for carrying on the war. This roaring trade with Germany had
finally deprived the Dutch people themselves of a sufficient share of their
own foodstuffs, besides at the same time provoking resentment among
the Allied nations. The moral policy in regard to boycotting Germany
was not compatible with neutrality. Strict impartiality has not been
shown. Germany has been favoured, simply because she offered the
Dutch the highest prices and probably enforced her offers with threats.
Official statistics reveal that in two years the total quantities of the
principal Dutch products exported to Germany amounted to 1,176,961
metric tons, while to England the exports amounted to 72,087 metric
tons. Figures for nine months show that Holland's exports to Germany
exceeded by £24,000,000 her imports from Germany. What is the
result of this policy of Holland? To-day Holland is flooded with
German money and as Germany long ago stopped sending gold to
Holland, the balance was largely paid in notes which are likely to become
"scraps of paper". In the case of potatoes, Holland produces far more
than she needs for home consumption. Ordinarily ten pounds of
potatoes are consumed weekly per head of population. Now the
government is compelled to ration the people because of the export to
Germany, and some people are receiving one pound per week while many
others are entirely deprived of potatoes; the 53me condition obtains with
regard to eggs, vegetables, beans, and peas. Of course, Germany bullies
Holland unceasingly. The rulers of Berlin dislike Dutch neutrality
and keep an envious eye on the Scheldt, because in case of the loss of
Zeebrugge, their submarine base could be removed to Antwerp. Dutch
neutrality bars this waterway effectively and Germany can make use of

THE WAR AND NEUTRAL NATIONS 763

the Scheldt only by violating Dutch neutrality or pushing Holland into
the war on her side. Queen Wilhelmina in a recent speech from the
throne said: "Our people may yet be called upon to exercise their utmost
strength for their freedom and independence."

The situation in Switzerland, the little mountain nation, is also
interesting. The new president of the Republic, Felix Calonder, in a
speech delivered in Geneva after his election for the 1918 term, affirmed
the determination of his country to maintain its neutrality at all costs,
although he saw the Swiss facing commercial disaster. An appeal was
made to the Great Powers who hold the regulation of the Republic's
imports in their hands to exercise a sense of justice and save the country
from economic ruin. In the President's speech are these words: "We
demand from the outside world the right as a peaceful, independent,
strictly neutral nation, to maintain our life through our labour. We
cannot be drawn into the war on the side of one of the powers without
forfeiting our independence. We are not inclined to become dependent
upon any one state. We are in sympathy with the new system of
international law. We regard as our sacred duty the promoting, the
elevation, of humanity to happier conditions of life based on inter-
national friendship and justice."

The little Alpine Republic seems proud to maintain undiminished
her noble traditions and to continue to alTord a secure place of shelter for
political refugees. But Swiss hospitality has been shamefully abused by
injurious and disintegrating foreign practices, such as usury, espionage,
and anti-militarist propaganda. All foreigners who behave respectably
may still enjoy Swiss hospitality. Switzerland asserts that during the
continuation of this terrible misery she can do nothing better nor worthier
than to maintain her Samaritan-like service in behalf of the peoples
scourged by war.

In order to make the blockade of Germany more effective, the export
policy of neutral nations has had to be adjusted to new conditions. The
War Trade Board has negotiated export agreements with Switzerland,
Finland, Denmark, Holland, and Norway. These neutrals have made
these agreements because of their own needs; and, because they foresee
Germany's inevitable defeat, they dare to act now in defiance of Ger-
many's threats.

If Norway, the last to negotiate a trade treaty with the Allies, were
actually taking part in the war, her losses would not exceed those which
she has suffered as a neutral. German submarines have sunk more than
700 Norwegian ships and taken the lives of 5,000 men on board of them.
Up to the present, more than one-third of Norway's merchant tonnage
is destroyed. Now Norway agrees to send no food to Germany except
48,000 tons of fish in the year. No fish-oil, and no preparations of fish,

764 THE SCHOOL

may be made by the aid of supplies from the Allies. Copper may be sold
only in return for manufactured goods. Ores rich in sulphur are for-
bidden. No nickel is to be exported, nor is any importation to be passed
on to the Central Powers. Norwegian ships, 300,000 tons in all, nearing
completion in the private yards of the United States have been comman-
deered by the American Government, the full price being paid in advance.

Holland agreed to grant to the Government of the United States for
six months the use of eighty-two of her ships now lying idle in American
ports. The Swiss have declined the offer of help from the Teutons
because of the expected American shipment, although Germany and
Austria offered 5,000 waggon-loads of grain to relieve the shortage.
It is now agreed that Swedish ships lying in United States harbours will
go into trade with South America. Some will carry supplies to Sweden.
Thus by determination and firmness, neutrals are brought into line.

There seems to be a widespread fear that the Allies, besides establishing
punitive tariffs against enemy states, will grant to one another such
preferential treatment as will seriously injure business with neutrals.
It is by no means certain that such a course will be adopted, but if it
should be, who can deny its justice? People who have fought together
are likely to trade together, and those who stand aloof from the pains
and penalties of war cannot legitimately expect to pluck the prizes of
post-bellum commerce.

Diary of the War

FEBRUARY, 1918.

Feb. 1. Sir Eric Geddes announces his belief that we are now sinking submarines as fast
as Germany can build them; the U-boats are being held; and our tonnage
losses are now less than they were before Germany's unlimited submarine
warfare began. Greek troops mutiny at Lamia; the mutiny is soon
suppressed and M.M. Skouloudis and Lambros and other adherents of
ex-King Constantine are arrested. British repulse a German raid west of
Arieux-en-Gohelle. The Ukraine Republic is recognized by Berlin.
Strikes on the decrease in Germany. Italians, by a sudden attack at
daybreak, advance their lines to the head of the Telago Valley.

Feb. 2. German newspapers attribute the strikes to an Anglo-American plot and allege
that the sum of $60,000,000 was subscribed in Washington for the purpose.

Feb. 3. Mr. Baker, American Secretary of War, announces that American troops are
now occupying certain parts of the West front. It is announced that the
Versailles Conference decided that, in view of the speeches by Counts
Hertling and Czernin, the only thing to do was to prosecute the war
vigorously. An enlargement of the Council's powers also announcedi
Great air activity on West front; ten hostile machines announced brought
down. Civil war raging in Finland. British forces pursuing Germans
in Mozambique; they occupy Utarika, and Lujenda Valley; the main body
of the enemy retreats eastwards.

DIARY OF THE WAR 765

Feb. 4. Trial of Bolo Pasha for treason begins in Paris. General Kaledin renounces
leadership of Don Cossacks in favour of General Alexeieff, who, with
30,000 men, moves towards Moscow.

Feb. 5. The Tuscania, carrying 2,179 American troops is sunk by torpedo ofT the north
coast of Ireland; 16G missing. Germans repulsed by French in an attack
on the Chemin des Dames in the Aisne sector. French air raiders drop
bombs on the Saarbriicken railway junction.

Feb. (). Germany gives Roumania four days in which to enter into peace negotiations;
this is subsequently denied, but the Bratiano cabinet resigns. Rome
announces that Austrians continue air raids on Venice, Mestre and Treviso.

Feb. 7. French repulse two attacks near Banholz. Mr. Bonar Law announces that the
German U-boats have slain 14,120 non-combatant British men, women, and
children.

Feb. 8. Admiral Jellicoe records hishopes that the submarine menace will be killed
by about August, 1918; he recalls Lord Fisher's warning in 1911 that
Germany would employ submarines against merchant shipping. British
destroyer, Boxer, sunk in Channel as a result of collision; one missing.
German attacks north of Chemin des Dames and in the Woevre repulsed
by French. General Gaetano Giardina succeeds General Cadorna as
Italian member of the Versailles Military Committee. No actions of
importance on the British front.

Feb. 9. The Ukraine Rada concludes a peace with the enemy powers; in the new Ukraine
State parts of Poland and Grodno are included. General Averescu forms
a Roumanian Cabinet. The Foreign Ofifice announces that the embargo
on Dutch commercial cables is provisionally raised.

Feb. 10. Russia out of the War. M. Trotsky states that a state of war with the enemy
powers is ended, although no formal treaty of peace is signed. Two
Austrian raids repulsed by Italians near Doane-Chiese, in the Asiago
sector. Metz is bombarded successfully, ten tons of explosives being
dropped: one machine is missing. Lord Beaverbrook appointed JMinister
in charge of Propaganda in succession to Sir Edward Carson.

Feb. 11. Violent concentration of fire and offensive thrusts on either side of Frenzela
Gorge defeated, and an attempted landing at the Zenson loop of the
Piave driven off by the Italians. Berlin announces 31 air raids on Germany
in January, with a total of 14 casualties. The death of Abdul Hamid, the
former Sultan of Turkey, is announced. President Wilson addresses a
reply to Congress to the speeches of Counts Hertling and Czernin; no
general peace can be obtained by method of separate negotiations; all the
nations in the war must join in a settlement. M. Trotsky announces that
although Russia will fight no longer, neither will she negotiate for peace;
he protests against impossible German terms, but states that Russia
cannot continue a war begun by czars and capitalists, nor can she continue
to fight against Austrian and German workmen and peasants. Demobili-
zation of the Russian army commenced.

Feb. 12. Canadians conduct raids near Hargicourt and Lens. Great air activity.
British raid on OfTenburg; French raids on Thionville, Conflans, Chanibley
and Metz-Sablons. Germans bomb Nancy. Scandinavian refugees
reaching Stockholm recount terrible stories of massacres by the Red
Guards in Helsingfors and Tammenfors. Mr. Lloyd George, in a stirring
speech, defends the decisions of the Versailles Council, which, he states,
were unanimous.

766 THE SCHOOL

Feb. 13. The French, aided by the Americans in their artillery preparations, win the
German salient between Tahure and Butte du Mesnil, Champagne, on a
1,500-yard front, penetrating to the German third line; 177 prisoners.
General Kaledin commits suicide. General Alexeieff and his Don Cos-
sacks defeated by the Bolshevists.

Feb. 14. Canadians raid near Lens. Teutons transfer large forces from the Eastern
to the Western front. Austrians celebrate the Russian peace by the
flying of flags and holding of thanksgiving in Vienna. Bolo Pasha con-
demned to death for treason. General Allenby advances on a front of six
miles to a depth of two on either side of Mukhmas, east of the Jerusalem-
Shechem road.

Feb. 15. Bolshevists gain domination in many parts of F'inland. Russians agree to
give up the soil captured from the Turks. Eight British craft, consisting
of a trawler and seven drifters searching for a submarine in the Straits of
Dover, are sunk by a flotilla of at least ten large German destroyers.
Dover is shelled by a German submarine; one killed and seven wounded.

Feb. 16. Sir Wm. Robertson resigns his position as Chief of the General Stafif and is
succeeded by Sir Henry Wilson. German aeroplanes raid London; of
six which made the attempt only one managed to penetrate the defences;
eleven killed, four injured. A later raid on Dover is driven off and one
enemy machine brought down. General IvanofT reported killed at Kieff.
Canadians commemorate the arrival of the First Contingent at the front lines
in France three years ago.

Feb. 17. Two more air raids on London. One machine out of six or seven penetrates
the defences; 19 killed, 34 injured. British machines raid Conflans and
bomb the railway. Germans concentrate forces against the Bolshevists
and announce that the Russian armistice expires on the 18th.

Feb. 18. Russian Government demands the evacuation of Bessarabia by the Roumanians.
Germans invade Russia. An army crosses the Dwina and occupies Dvinsk
and Lutsk. In the south at the invitation of Ukraine, the Germans make
progress towards Kovel. Russians evacuate Armenia and Turks reach
Platana, eight miles from Trebizond. Violent artillery engagements along
the whole Italian front. French defeat an enemy attempt to recapture
the ground lost near Tahure in Champagne. British airmen raid Treves
and Thionville twice within 36 hours; two machines missing. Germans
tr>' to raid London but fail to penetrate the defences. British carry out
a raid in Houthulst Forest.

Feb. 19. The Teuton army from Riga penetrates into Volhynia; 2,500 prisoners and
many hundreds of guns taken. General Allenby advances on a front of
fifteen miles to a depth of two in the direction of Jericho. A serious
crisis arises in the political situation in Great Britain through the resigna-
tion of Sir Wm. Robertson. Mr. Lloyd George defends the Versailles
arrangements and announces that Sir Henry Rawlinson has been
appointed to Versailles.

Feb. 20. Many raids on the British front. French make extensive raid in Lorraine,
east of Nancy and take 525 prisoners. German advance in Russia
continues in the directions of Reval, Petrograd, Moscow and Kiev;
9,000 prisoners to date. General Marshall advances up the Euphrates
and occupies Khan Abu Rayat, fourteen miles north of Ramadie; patrols
reach within ten miles of Hit. General Allenby drives north of Jerusalem
on a four-mile front along the Shechem road. He reaches within four
miles of Jericho.

THE RUSSIAN REVOLUTION 767

Feb. 21. General Allenby captures Jericho. British establish on the line of Jordan
threatening the Hedjaz railway and the Turkish troops between them and
the forces of the King of Hedjaz. German peace terms with Russia an-
nounced: Poland, the Baltic Provinces, Lithuania, Ukraine and Finland
to be surrendered; the army to be demobilised, and warships, including
those of Great Britain and France to be disarmed and interned; the Russo-
German treaty of 1904 to be revived. German forces occupy Hapsal and
Minsk; they move eastwards fifty miles and reach a point sixty miles from
Reval. Turks reconquer almost the whole of Armenia; many massacres.

Feb. 22. Viscount Milner at Plymouth deprecates so much talk about war aims and
advocates a vigorous prosecution of the war. Forty-five German warships
approach Reval. German penetration of Russia proceeds on a 500-mile
front; civil war rages in Russia.

Feb. 23. Turks retreat northwards from Jericho; they still have access to the Hedjaz
railway via a bridge across the Jordan.

Feb. 24. Turks capture Trehizond. German raider Wolf returns to Pola after a voyage of
1.5 months; she has sunk 11 vessels of a total tonnage of upwards of 32,000
in the Indian, and Pacific Oceans. Germans take Dorpat; 3,000 prisoners.
In the Ukraine they reach Zhitomir. Viscount Motono states that if
Russia concludes a separate peace "Japan will take steps of the most
decided and most adequate character to meet the occasion". Memorandum
on war aims published by Inter-Allied Labour Conference at Westminster.

Feb. 25. Fall of Pskoff to the Germans; more resistance from the Russians who announce
their determination to defend Petrograd. Bolshevists defeated in the
Ukraine by Linsingen. Peace negotiations between Roumania and
Germany begin at Bucharest.

Feb. 20. The hospital ship, Glenart Castle, outward bound, is sunk by submarine in the
Bristol Channel; 162 lost out of 200. British patrols in Palestine reach
the Dead Sea.

Feb. 27. German advance in Russia continues. Artillery activity increases on the
Western front.

Feb. 28. Shipbuilding output in Britain shows welcome increase for month over that of
January. The German concentration between Arras and Laon continues.
British said to e.xpect a blow in this sector very shortly.

The Russian Revolution The First Phase

D. E. HAMILTON, M.A.

University of Toronto Schools

BY the beginning of 1917, it was plain that Russia was facing a
tremendous political crisis. The Tsar was showing an unmis-
takable tendency towards a reactionary policy. General Shuvaiew,
who had the full confidence of both the Duma and the Army, was
removed from his post as Minister of War. Prince Golitzin, an avowed
reactionary, was made Premier. To him the Tsar issued a rescript,
outlining lh<- 'liiti. •< -.f tbf [rovernment. This practice 'vul I.cen dropped

768 THE SCHOOL

since the granting of constitutional government in 1905, and its revival
was taken by all Russia to indicate the Tsar's determination to revert
to autocratic government.

In addition to the gloomy political outlook, many other considerations
were gradually uniting the people of Russia in opposition to the Court
and the malign influences which were paramount there. Chief among
these may be mentioned the monk Rasputin, whose name so stank in the
nostrils of all true Russians that his assassination by a few nobles caused
a wild outburst of rejoicing in Petrograd. His ascendancy over the Tsar
had alienated the affections of many of the best and most patriotic of the
nobility. The people in all the larger centres were suffering from lack of
food because the government was absolutely incompetent to supervise
the transportation system in such a way as to secure an equable distribu-
tion. The army at the front suffered not only from the inevitable
difficulties arising from poor transports, but even more from the dis-
honesty and inconceivable corruption of Petrograd officialdom. The
soldiers in the ranks had fought m.achine-guns with bayonets, because
the shipments of machine-guns from England, so sorely needed at the
front were given to the police in Petrograd to keep the city from revolt.
Time and again the army leaders had seen the fruits of victory elude
their grasp because the government through supineness or actual treach-
ery had pre\ented necessary supplies from reaching them. The nobility,
the commons, and the army, were all ripe for a movement to end the
conditions which had grown intolerable for all.

Through January and February the people of Petrograd, in which the
revolution naturally began, remained quiet under all provocation. In
March, however, the food situation became very serious, and hunger
began to make the people impatient. On March 9th, Petrograd was
filled with huge crowds, still quiet and still good-natured. The soldiers
and Cossacks fraternized with the crowds and assured them that they
would never fire upon them even if ordered.

The next day, Saturday, the street-cars stopped running, and. the air grew
tense with expectation. The workmen who had finished their week's work
helped to swell the crowds which still surged aimlessly through the streets.

On Sunday the Government acted. The military governor of
Petrograd announced that the police had orders to clear the streets and
that any workman refusing to return to work on Monday morning would
be sent direct to the trenches. Regular troops were brought in to assist
the police; during the day the crowds were fired upon and some two
hundred people killed. One company of the Pavlovsk regiment mutinied
when ordered to fire upon the people; this was significant as an indication
that the Army, upon which the success of the revolution depended, would
not defend the government.

THE RUSSIAN REVOLUTION 769

On that same day the Premier, GoHtzin, prorogued the Duma. The
Duma, however, refused to rise and elected a Provisional Committee
which continued in session. The President of the Duma, Rodzianko,
declared that the Duma was now the only constitutional authority in
Russia.

The next day proved to be the crucial point in the revolution. Early
in the morning the crack regiment of the Household Troops were ordered
to fire on the mob; their reply was to shoot down their own officers.
Another regiment was sent to deal with them and also mutinied. The
whole garrison of Petrograd eventually joined them. The soldiers spent
the day in capturing the arsenal, all the prisoners, and the fortress of
St. Peter and St. Paul. By night-fall the revolution in Petrograd was
complete.

Rodzianko had already telegraphed to the Tsar an account of the
situation in Petrograd on March 12th. By the 14th, General Ivanov
was on his way to quell the insurrection with troops from the northern
army. His train never reached Petrograd and after some ineffectual
attempts to enter the city he returned to Pskov.

The Tsar also was prevented from, reaching the capital and returned
to Pskov. On the morning of March 15th, he sent for General Ruzsky
and informed him that he would grant a constitutional government and a
responsible ministry. By Ruzsky's advice the Tsar communicated with
•Rodzianko and the other army leaders by telephone and was convinced
by them that the only course was to abdicate. On the evening of the
same day Guchkov arrived from Petrograd, and received from the
Emjjeror a written proclamation of his abdication in favour of his (the
Tsar's) brother.

In Petrograd two organizations were already beginning to direct
the affairs of the nation. The one, the Duma CommitteCj was composed
of sane and moderate men who desired a constitutional monarchy to
replace the old autocracy. The other, the Council of Workmen's and
Soldiers' Delegates, consisted largely of ignorant peasants or artisans
who wished a republican form of government, as far as they considered
the question at all. As a body, they were much more concerned with
the rights of the lower classes than with the reform, of government, and
for thena revolution offered a splendid opportunity to push to extrem.es
their socialistic theories.

The Duma committee began its task of establishing a working
authority by appointing a Provisional Government until a constitution
could f)e formulated and elections held. The outstandmg figures in this
Government were Prince Lvov as Premier and M. Kerenski as Minister
of Justice. This arrangement was accepted by the Council of Delegates
by a vote of 1,000 to 15 but only on conditif)n that the Grand Duke

770 THE SCHOOL

Michael, in whose favour the Tsar had abdicated, should resign the
Regency at once. This was done and all power was vested in the
Provisional Government imtil a Constituent Assembly could decide
upon the future.

In one short week autocracy had been swept from its throne. The
revolution had triumphed at a lower cost in human life than any other
movement of the same magnitude in history. The cause of its quick and
almost bloodless success was the adhesion of the army. Upon the army
rested the future of Russia, for it was obvious that only with its consent
could any stable government be secured.

Unfortunately, the Council of Workmen's and Soldiers' delegates
chose the army as the most promising field for its pernicious activities.
Emissaries were sent from Petrograd to "democratize" the army.
This campaign resulted in the thorough demoralization of Russia's
fighting force. Discipline no longer existed; men refused to obey their
ofificers; the protection of Russia no longer was a duty. Military camps
were converted into electioneering districts, and a splendid army was
gradually reduced to a rabble. With this destruction of the army
vanished Russia's one hope of emerging from the war and the revolution
with an honourable peace and a stable government.

Greece and the War

PROFESSOR PETER SANDIFORD, M.SC, PH.D.

• FacuVy of Education. University of Toronto '

GREECE'S part in the war has been determined in a large measure
by the, "Middle Europe" policy of Germany and the project
of the Bagdad railway. In the late 'nineties' Germany sup-
planted England as the protector of Turkey against Russia. The Kaiser
visited the Holy Land in 1898 and, in a speech made at Damascus,
assured the three hundred million Mohammedans scattered over the
globe that "the German Emperor will be their friend at all t'mes."

In 1902 and 1903 Germany obtained concessions from Turkey for the
construction of a railway to Bagdad and a little later proposed an exten-
sion to the Persian Gulf. This railway became a political, as well as an
economic, weapon pointed at British rule in India.

With the railway scheme matured the Middle Europe policy of
Germany. She aimed at a loosely-federated combination of Central
European states under the hegemony of Germany. The German Empire
and Austria-Hungary were to be the leading partners, but it was also
to include the Balkan States and Turkey, together with all the neutral

GREECE AND THE WAR 771

states — Roumania, Greece, the Scandinavian Kingdoms, and Holland —
that could be drawn within its embrace. The federation was .or pur-
poses of offence and defence military as well as economic.

Pursuing this policy Austria-Hungary annexed Bosnia and Herze-
govina in 1908. Serbia was too weak to retaliate and Russia was too
much exhausted from her war with Japan to render any effective help.

In a more subtle way the Middle Europe policy of Germany was
furthered by the formation of Hohenzollern alliances with each of the
Balkan rulers, except King Peter of Serbia. King Constantine of
Greece married the Kaiser's sister, thus making the court of Greece a
hotted of Hohenzollern intrigue.

One man in Greece withstood the flattery and bribes of Germany.
This man was Venizelos, one of the world's greatest statesmen. He had
vision and integrity, and looked forward to the time when Greater Greece
would include the Greeks then living under the yoke of the Turks.

Towards this end he patiently pursued his course. He realized that
the dead hand of Turkey must first be removed from Christian Europe.
He formed a secret league of Greece, Serbia, Bulgaria, and. Montenegro
whose object was the expulsion of Turkey from Europe and the liberation
of their fellow-Christians from Turkish misrule. The league declared
war on Turkey on October 16th, 1912. In this, the first Balkan war,
their object was almost achieved. By the Treaty of London, signed
May 30th, 1913, only Constantinople and. the surrounding territory to the
Enos-Midia line remained to the Turks. The division of territory left
everyone dissatisfied. Serbia was denied her much-desired outlet on
the Adriatic and requested compensation in that part of Macedonia
claimed by Bulgaria. Germany and Austria fomented" the consequent
feud and the second Balkan war was the result. Greece, Serbia, and
Montenegro, joined later by Roumania, utterly defeated Bulgaria.
By the Treaty of Bucharest (August 6th, 1913) most of the territory
conquered from Turkey was given to Greece, Serbia, and. Montenegro,
though Serbia, through pressure from the Triple Alliance, was refused, an
outlet on the Adriatic. Greece held Salonika, giving Serbia certain
rights of outlet through it. Roumania acquired part of Dobrudja.
Bulgaria lost Adrianople to Turkey, and Albania was made a principality
under the German ruler, William of Wied. Germany and Austria had
"gues.sed badly", had supported the losing side, had weakened, their
hold over the Balkans, and had seriously impaired their " Middle Europe"
plan. A new assertion of power on the part of Germany and Austria,
principally against Serbia and Greece, was made practically certain.

The new' assertion came suddenly. The murder at Serajevo supplied
the pretext. Austria wanted a corridor to Salonika; Germany to
Constantinople.

772 THE SCHOOL

What part would Greece play? King Constantine was the idol of
militaristic Greece on account of his conquests in the Balkan Wars. He
was strongly Germanophil in sentiment and confidently believed in the
ultimate success of German arms. Venizelos was opposed to him, seeing
that the crushing of Serbia meant the certain loss of Salonika to Greece.
If Greece sided with the Allies all the aspirations of the pan-Greeks
could be fulfilled Greece was also bound by secret treaty to Serbia.
This treaty secured the assistance of the second party should one of them
be attacked by Bulgaria. The treacherous Constantine read the treaty
in one way; Venizelos in another. According to the King "The Greco-
Serbian Treaty deals with a Balkan War, and a Balkan War alone. It
was to come into force only in case either Greece or Serbia was attacked
by Bulgaria alone. Clearly it did not refer, and was never intended to
refer, to the case of Serbia being attacked by two of the great military
powers of Europe as well as by Bulgaria." In vain Venizelos urged that
Greece was "called to participate in the war, no longer in order to fulfil
simply moral obligations, which, if realized, will create a great and
powerful Greece, such as not even the boldest optimist could have
imagined a few years back." He was prepared to make adequate -
concessions to Bulgaria. He would even "sacrifice Kavala in order to
save Hellenism in Turkey and to ensure the creation of a real Magna
Grecia." Constantine rejected these arguments and he was supported
by his General StafT. Instead of having the active co-operation of
Greece and BuFgaria in the Dardanelles Campaign of 1915, the Allies
were left to struggle as best they might.

Certain it is that the Dardanelles campaign would not have been
.undertaken unless the Allies had felt confident of intervention by Greece.
The treacherous Constantine, in defending his attitude, stated "The
pitiable condition of Belgium was always before my eyes. I desired at
all costs to keep my country from sharing the perils and disasters of the
great European conflagration."

Venizelos continued to press unsuccessfully for intervention and in
March, on the eve of the Dardanelles attack, he resigned ofifice and
appealed to public opinion on behalf of the policy for which he could not
obtain the approval of the King. The Government found means to
postpone a general election and soon afterwards the King's illness
further delayed it.

There is no doubt that the duplicity of Constantine and his entourage,
who were certainly in German pay, led to the failure of the Dardanelles
campaign and brought in Bulgaria on the side* of the Central Powers.
What a different story could have been told if Greece had followed the
advice of Venixelos. or later, had kept her treaty obligations with
Serbia!

GREECE AND THE WAR 773

To return to Venizelos. In spite of the efforts of the pro-German
Greek Government to remain in power, the Greek Parliament had at
last to be called. On August 16th, 1915, the Venizelists were returned
to power and Venizelos became Premier once more. He kept in close
contact with the Entente Powers and, as the failure of the Dardanelles
campaign became more pronounced, strove to keep Bulgaria out of the
war. But in vain. On September 21st, 1915, seeing that Bulgaria was
determined to enter the war on the side of the Germanic powers, he
invited France and Britain to send 150,000 men to Salonika, and gave
the express undertaking that Greece would mobilize. Circumstances
were against him. The King, after signing the mobilization decree,
afterwards repudiated it, and on October 5th, Venizelos was once more
forced to resign. Serbia, without Greek support, was left to bear the
brunt of a frontal invasion by Germany and Austria and a side attack
from Bulgaria. How she succumbed to the terrific onslaughts was told
in The School of January, 1917.

The invitation of Venizelos to send troops to Salonika was, however,
acted upon. Anglo-French contingents began to arrive on October 3rd,
1915. The numbers increased too slowly to save Serbia. The Entente
army, however, remained at Salonika. General Sarrail was in command
and drew his lines to the greatest advantage for the defence of the city.
The Central Powers were thus prevented from securing a valuable
submarine base on the Aegean. Constantine was deterred from, throw-
ing his forces into the arms of the enemy. Salonika became the gathering
ground for Allied forces. Early in 1916 contingents from Italy and Russia
and the remnants of the Serbian army, which had been refitted, on the
Kaiser's island of Corfu, arrived. The Salonika army had become a
force seriously to be reckoned with.

(To be continued).

Egypt— A British Protectorate

PRIOR to the war Egypt was a tributary state of the Turkish
F^mpire and was ruled by an hereditary prince with the style of
Khedive, a Persian title regarded as the equivalent of king.
Since December 18th, 1914, the country has been a British Protectorate,
recognized by France, Russia, Belgium, Norway, Serbia, Greece, and
Portugal.

Figypt became tributary to Turkey in 1517 when it was conquered by
Sultan Selim in the great Turkish invasions which carried the Turks into
Europe, and as far westwards as the gates of Malta. Napoleon con-

774 THE SCHOOL

quered it at the beginning of the nineteenth century, but Nelson at the
Battle of the Nile showed that Egypt could be held only by a nation
having control of the sea.

Hussein Kamil Pasha, the first Sultan of Egypt under British pro-
tection, was the eighth ruler of the dynasty of Muhammad Ali. The
latter was appointed Governor of Egypt in 1805, and by force of arms
made himself absolute master of the country in 1811. The title given to
Muhammad Ali and his immediate successors was the Turkish one of
Vali or Viceroy, but this was changed to that of Khedive in 1866.

Hussein Kamil Pasha was the son of the famous Ismail Pasha, a
clever man, who, however, could not manage the finances of the country.
The mis-government of Ismail and the precarious position of the Egyptian
bondholders brought in the Western Powers, France and Britain, and a
dual control was established over the administration. Ismail was
deposed in 1879. A nationalist rising under Arabi soon took place.
Alexandria was bombarded and the battle of Tel-el-Kebir was won by
VVolseley. As France had left Great Britain to cope single-handed
against Arabi, the government of Egypt was, from 1882, practically
in Britain's hands. She restored the Khedive's power, reconquered
the Sudan, and placed the country's finances upon a secure basis.

At the outbreak of the war Egypt was a prosperous and, on the
whole, a contented country. Still, Khedive Abbas Hilmi, grandson of
Ismail, went over to the enemy and retired to Constantinople. Conse-
quently, a British Protectorate over Egypt was declared and next day
December 19th, 1914, the following proclamation was issued: "His
Britannic Majesty's Secretary of State for Foreign Affairs gives notice
that, in view of the action of His Highness Abbas Hilmi Pasha, lately
Khedive of Egypt, who has adhered to the King's enemies. His Majesty's
Government has seen fit to depose him from the Khediviate, and that
high dignity has been offered, with the title of Sultan of Egypt, to His
Highness Prince Hussein K&mil Pasha, eldest living Prince of the
family of Muhammad Ali, and has been accepted by him."

There has thus been no annexation, although the shadowy suzerainty
of Turkey has disappeared. The word "protectorate" is the vaguest of
political terms, and may involve anything from virtual sovereignty to an
almost complete absence of control. In this case it means that Britain
has made herself wholly responsible for the defence of Egypt and for her
foreign relations. She will continue the tribute to Constantinople since
that tribute is ear-marked for the interest on the Ottoman debt and is
paid direct to the bondholders. In this dignified yet effective way
Great Britain has defeated Germany's plan "to place her heel on the
neck of the British Empire."

The May Competition in Art

THE members of the committee were somewhat disappointed in the
work submitted for Competition B and offer the following
suggestions: (1) Attention should be given to the foreshortened
appearance of the circle in its different relations to the observer's eye.
(2) More practice should be given in drawing freehand ellipses. (3)
No surface which is shaded should, show a visible outline other than the
edge of the tone itself. In most of the drawings submitted these outlines
were clearly defined and in some cases had even been strengthened.

The drawings in the Lower School and. the Middle School competitions
this month required a careful application of the principles of perspective.
Many students failed to produce a correct drawing because they m.ade
he receding lines of books, rack, and table vanish at different levels, or
made the receding lines of the two doors converge to points not in the same
level as had been chosen for the converging line of the floorand the ceiling.
Many practised no recognized system of pencil handling. The
urawings of these in consequence showed the extremes of slovenliness
or of prettiness.

A. Forms I and II.

First Prize — Harvey McCallum, Ryerson Public School, Owen Sound.
Teacher, Miss Helen Shaw.

Second Prize — Bertha Matthews, Alexandra School, Moose Jaw,
Sask. Teacher, Miss A. B. Jones.

Third Prize — Myrtle Stephens, King Edward School, Moose Jaw,
Sask. Teacher, Miss E. Reuter.

Honourable Mention for Merit — Harold Williams, Mary Kussel, Victor Veal,
The George -Syme School, Runnymede. Stephen Kitney, Flora Cameron, Jack Shaw,
William MacKay, Wallace Monroe, Walter Olce, Bobbie Thomson, Prince Arthur
School, Moose Jaw, Sask. Ruby Swenson, Grace Poole, Reta Burgess, Margaret
Fraser, Ursula Walmsley, Edith Romans, Alexandra School, Moose Jaw, Sask. Frank
Richardson, Bertie E'rice, Empire School, Moose Jaw, Sask. Josephine Hargreaves,
Beatrice Laycock, Jack Saunders, King Edward School, Moose Jaw, Sask. Florence
Habart, Gordon Legate, Lucille Green, Clifford Goldsmith, Lillian Harrison, Florence
Peel, Ryerson Public School, Owen .Sound. Clara Fraser, Sadie Wollrich, Raeburn
.Nixon, L Fraser, Strathcona School, Owen Sound. Josephine Aussem, Lois Duffy,
Ernest Delorme, Georgina Guay, Jack Delorme, Monica Boyes, Winston Hamilton,
St. Patrick's School, Hamilton.

B. Forms III and IV.

First Prize — Neil Campbell, Ryerson Public School, Owen Sound.
Teacher, W. Douglass.

[775]

776 THE SCHOOL

Second Prize — K. Batty, Dufferin Public School, Owen Sound.
Teacher, James Shaw.

Third Prize — Caroline Bociek, St. Ann's School, Hamilton. Teacher,
Sister Bertrand.

Honourable Mention for Merit — Leo Kelly, Dolores McCarthy, Veronica Sullivan,
Marjorie Sauve, Viola Gillem, St. Lawrence School, Hamilton. Frank Adams, Nellie
McKay, Loretta Crecine, Olive English, Douglas English, F. McMurchy, Ryerson
Public School, Owen Sound. May Wright, Grace Wilson, Fred Hamlin, Janet Barclay,
Lilian Marchant, Herbert Taylor, Perth Avenue School, Toronto. Roy Taylor, Annie
Pickell, Madeline McMeekin, Garfield Paterson, Barrett Wilcox, Etta Flanagan,
Dufferin Public School, Owen Sound. Stanley King, Mabel Vincent, David Hilto,
Nellie Alexander, Perry Smith, George Flute, Ethel Brown, Strathcona School, Owen
Sound. Stella Malcc, Florence Finan, Annie Bociek, Salvatore Padrone, St. Anns'
School, Hamilton. H. Sweeney, Jack Keely, St. Lawrence School, Hamilton.
Stephina Karzewska, James Hamilton, Lillian Shea, John Dowler, Arthur Samson,
Marguerite Johnson, St. Ann's School, Hamilton.

C. Lower School.

First Prize — Sam Kamin, Jarvis Collegiate Institute, Toronto.
Teacher, A. E. Allin, M.A.

Second Prize — Majorie McKeown, Collegiate Institute, Hamilton.
Teacher, Geo. L. Johnston, B.A.

Third Prize — Margaret Althouse, Continuation School, Winona.
Teacher, Miss Mabel Van Duzer, B.A.

Honourable Mention for Merit — Oliver Austin, Pauline Brown, Fred A. Hall,
Jarvis Collegiate Institute, Toronto. Lottie Avery, Margaret Finlayson, Olive Stirling,
Janet Welsh, High School, Kincardine. Verna M. Lewis, Emma Camps, Anna Nugent,
Continuation School, Winona. W. Smith, E. R. Beatty, Margaret Morris, N. Smith,
W. Patterson, W. A. Minden, Collegiate Institute, Hamilton. Gertrude F'lanagan,
Marguerite Hanlon, Hanna Dwyer, Anna Woods, Margaret Flanagan, Marie Keating,
Loretto Convent, Stratford. Elizabeth Hooey, Grace Rose, High School, Port Perry.
Mary Robinson, Edna Honsberger, Addie Wiley, Gladys Mathews, Harvey Stevens,
Marguerite Kane, Edith Clark, Collegiate Institute, St. Catharines.

D. Middle School.

First Prize- — Byne Ball, Collegiate Institute, Barrie. Teacher, Miss
I. K. Cowan, B.A.

Second Prize — Sylvia L. Brown, High School, Kincardine. Teacher,
Miss Agnes Hamilton.

Third Prize — Elizabeth Whaling, Loretto Convent, Stratford.
Teacher, Sister Theodosia.

Honourable Mention for Merit — Mary Farrell, Doris Fair, Jessie Bell, Violet Hart-
wick, Ruth Nephew, High School, Kincardine. Mary Gaunt, Nellie De Courcy,
Louise Longcway, Mary Walsh, Bertha Carbert, Mar/ O'Leary, Loretto Convent,
Stratford. M. Nelson, Blanche Carruthers, May Grant, Gladys Hickling, M. R.
McCuay, Collegiate Institute, Barrie. William Milne, High School, Durham. Louise
Gilmore, High School, AUiston. Gertrude Henderson, Helen Gayman, A. Bowslaugh,
Collegiate Institute, St. Catharines.

Leading Manitoba Educationists IV.

THE first definite steps
towards higher agricul-
tural education in Mani-
toba were taken in 1902, when
the Provincial Legislature ap-
pointed a Commission to enquire
into the advisability of estab-
lishing such an institution. In
1903 an Act was passed carrying
out the report of this commission
and an agricultural college was
established. In 1905 building
operations were begun and in
November, 1906, his Honour
Sir Daniel McMillan, then
Lieutenant - Governor of Mani-
President J. B. Reynold,, .M.A. ^oba, formally opened it. The

Agricultural College, Winnipeg first President was Mr. W. J.

Black, B.A. In February, 1912, the College was granted degree-
conferring powers, but in 1916 an Act was passed amending this and
providing for re-afifiliation with the University of Manitoba.

In recent years the College has entered upon a new phase of life under
the Presidency of Mr. J. B. Reynolds, who succeeded Mr. Black. The
earlier efforts are now bearing fruit; the earlier graduates are now able
to tell of the benefits to be secured from the training, and altogether a
wonderful interest in the work of the College is the result. A vigorous
policy has been pursued whereby in many ways the College is linked up
with industrial and agricultural life in all its phases.

Mr. Reynolds is an Ontario man of thorough training and wide
experience. He was bom on December 25th, 1867, in Durham County,
was educated at the village school and then at Oshawa High School and
in 1885 he obtained his Second Class certificate. In 1886 he matri-
culated into the University of Toronto with first class honours in
mathematics, graduating in 1893 with first class honours in mathematics
and physics. In the meantime he had experience in farm work during
the summer and also taught very successfully at Enfield from 1888
to 1890.

After graduation in 1893 he was appointed Dean of Residence at the
Ontario Agricultural College and was lecturer in physics and English

1777]

778 THE SCHOOL

until 1906, when he became professor of English. This position he held
until October, 1915, when he was appointed President of the Manitoba
Agricultural College, the position he now holds.

It would take a very long article to deal justl}' with the institution
and the activities of its stafT, and it is possible to touch upon only some
of the things President Reynolds is attempting to do. The attendance
this year is 160 men and 100 women. This is very satisfactory when
one thinks of the demands m.ade upon m.anhood these times. In addition
to the established course, many additional courses are given throughout
the year and the College is in continuous session. For example, som.e
240 teachers took the special Teachers' Course. Just now attention is
being paid to returned soldiers, some seventy being in attendance.

President Reynolds keeps the college in close touch with the rural
schools and it now offers a three-year B.S.A. course to teachers with
First Class certificates. Correspondence courses in engineering,
poultry, and botany are being tried, and courses for young women in
institutional management for hospitals, Y.M.C.A. work, nursing,
domestic science, etc., are offered.

President Reynolds is more than a college Principal; he is a public-
spirited man who spares no time, no effort, no thought which m.ight help
forward the movement for rural welfare. He is a talented speaker with
the knack of presenting questions and problems in such an attractive
manner as to win hearty co-operation. The business men and farmers
of the West have learned to trust him. and he is generally recognized as
one of the strong men of the time.

This brief sketch is concluded with two short quotations from
his public utterances. "The College believes that a man who has had
the advantage of a course at the Agricultural College may be something
more than a farmer privately profiting by the instruction he has received.
He may be of public service if he has acquired also the skill to tell what
he knows." . . . "The profit of a college course, long or short, is
not to be measured only in dollars and cents. There are friendships made,
ambitions awakened, capacities developed for reading, observation, and
research. These may not give any immediate return n money, may
never give any such return; but they broaden and enrich the life, and
thereby secure the highest result of education."

E. K. M.\KSHALL.

Young Arthur was wrestling with a lesson in grammar. " Father," saiil ho, thought-
fully, "what part of speech is woman?"

"Woman, my toy, is not part of speech; she is all of it," returned father. — Mil-
waukee Sentinel.

Recent Educational Books

[The books listed here have been received from the pubhshers during the past month.
Reviews of most of them will appear in forthcomingf issues.]

Visual Geography, Book III, Many Lands, by Agnes Nightingale. 48 pages.
Price lOd. Messrs. A. & C. Black, London, Eng. By means of simple pictures this
book aims at cultivating the power ot "visualization" or "thinking in shapes" and
helping to develop the geographical imagination. The book has been so arranged that
there is "something to do" as well as something to see and read about.

Selected Poems of Coleridge and Tennyson. Edited by Professor J. F. Macdonald
Price 2.5 cents. Oxford University Press, Toronto. This is a most excellent text
published in the convenient and attractive form in which this firm is issuing its Canadian
text-books. The introductions to the poems of the two authors are bright, well-written,
and deal only with such facts as will help the pupils. The notes are clear and are in
every way adapted to the needs of the matriculation student. There is a series of
questions based on the poems and a number of poems lor sight work. These latter are
chosen in the main from the work of modern poets. A leature that shoidd be very
popular is the siinply written but most interesting essay on the ballad. This will prove
very helpful to both teacher and student when studying "The Ancient Mariner."
All together, Professor Macdonald's little book is a worthy contribution to Canadian
scholarship.

The World's Battle Fronts at a Glance. 44 pages. Price Is. 'id. net. Messrs.
George Philip & Son, London, Eng. This is a book of war maps, and very excellent
maps they are.

English Literature in the XlXlh Century, by Wm. Henry Hudson. ,309 pages.
Messrs. G. Bell & Sons, London, Eng. A comprehensive survey of English literature
during the nineteenth century. Many minor authors who are little read now-a-days
are included. The teacher of English will find this a useful and interesting book.

Outline of Economics, by R. E. Nelson. 154 pages. Messrs. G. Bell & Sons,
London, Eng. \ useful book for the teacher or student of economics. The material
is arranged in very convenient fashion.

The Teaching of History, by Chas. H. Jarvis. 240 pages. Price 4^. Grf. net.
Oxford University Press, Toronto.

Lessons in English History, by H. W. Carter. 208 pages. Oxford University
Press, Toronto. This volume contains useful outlines for nearly seventy topics in
British history. In many cases the outlines are accompanied by maps, plans, and
extracts from sources. .\ bibliography suggests for each lesson the books which the
teacher will find most serviceable. G. M. j.

The Glory of the Trenches, by Coningsby Dawson. 141 pages. Price ?1.00 net.
S. B. Gundy, Toronto. This is a war book of the more serious type. It presents the
higher and better side of the soldier's nature; indeed, it is almost a "soldier's creed."
This "religion of heroism" which is the "(jlory of the Trenches", and how it lays hold
of all true men, is described in a manner which cannot fail to inspire everyone who reads
the book. j. o. c

The World we Live In, Vol. IV. Pklited by Graeme Williams. 984 pages. The
VV'averley Book Co., London, Eng.

First Spanish Reader, by E. W. Roessler and Alfred Remy. 248 pages. American
Book Co., New ^'ork.

Business English, by G. B. Hotchkiss and Celia Anne Drew. 376 pages. .Ameri-
can Book Co., New York.

War Addresses of Woodrow Wilson. 129 pages. Messrs. Ginn & Co., Boston,
Mass.

The Making of a Man, by W. D. Flatt. 1.54 pages. Wm. Briggs, Toronto. This
is a very interesting narrative of the adventures of a young Scotcfiman who left his
home in the Orkney Lslands to enter the employ of the Hudson Bay Company. The
book will make a strong appeal to boys — and girls. It is very appropriate for the
school library.

Economy in Food, by Mabel Thacher Wellman. 36 pages. Price .30 cents, net.
Messrs. Little, Brown & Co., Boston, Mass.

[779]

Hints for the Library

A Child's Own Book of Verse. Compiled by Ada M. Skinner and Frances Gillespy
Wickes of the St. Agatha School. The Macmillan Co., Toronto. 1917. Three volumes
containing approximately 275 choice selections. Prices, 40 cents, 45 cents and 50 cents.
One of the richest and most attractive fields of literature in existence to-day is that
which lies within the interest and comprehension of the young child. But children's
literature is only beginning to take shape and form; the field is still largely untilled.
In their endeavour to collect and classify literary material suited for use during the four
primary years. Miss Skinner and Miss Wickes have made a real and much needed con-
tribution to the subject. These books make most delightful and entertaining reading
either for the young or for those maturer people in whom the child heart and child
imagination still linger. Many of childhood's merry jingles, nursery rhymes, folk songs,
and literary gems are to be found therein. After putting these books to the real test
the reviewer unhesitatingly recommends that they be given a place in every school
library and in every home where there is a child. F. E. c.

An hilroduction to the Study of International Relations, by A. J. Grant, J. D. I.
Hughes and others. The Macmillan Co. of Canada, Ltd. 1916. Pp. vii, 207. Price
75 cents. There are six chapters and an appendix in this very interesting and instructive
little work. Chapter I, "War and Peace since 1815", is an admirable summary of
European politics by Professor Grant of Leeds. "Wars shall cease: Did ye not hear
that conquest is abjured?" was the message of the French Revolution to their English
sympathiser of that time, the poet Wordsworth. Yet in a few years all Europe had to
combine against Napoleon just as now the whole world is lining up against the Central
Powers which at that time were playing a noble part. The chapter is divided into:
(a) Early Efforts to secure European Unity; (b) the Revolutions of 1848 and the new
forces in Europe, which were Socialism and Nationalism; (c) Cavour, Napoleon III,
and Bismarck; (d) Hopes and fears since 1871; (e) the Past and the Future. Though
necessarily brief the matter is very clearly arranged. The second chapter which deals
with "the Causes of Modern Wars" shows what part "national aspirations" have had
in bringing about conflict and also demonstrates that if we abandon the idea of a "static "
world, we must have a foreign policy. If that is true, then we must set our own house
in order and by our example help to make the moral issue predominant in international
relations. Mr. Urquhart in this chapter is working along lines similar to those followed
by Professor Grant. Chapter three, by Mr. A. Greenwood on International Economic
Relations, is the longest in the book. It puts forward no constructive proposals but
it shows how difficult the problem will be, and suggests an international economic
commission to deal with all the difficulties which may and doubtless will arise. Inter-
national law is dealt with by Mr. J. D. I. Hughes in chapter four; and in chapter five
the editor of the Round Table deals in his well known manner with the problem of the
"Political Relations between Advanced and Backward people". The closing chapter,
"International Relations and the Growth of Freedom" and the appendix are by Mr.
Greenwood. At the end of each chapter is a brief annotated bibliography which adds
very greatly to the value of the book. L. E. H.

The Library, The School and the Child, by J. W. Emery. Tht- Macmillan Co., Toronto.
1917. Price S1.25. The public library has been the subject of a considerable literature,
the larger part of which is, however, in library journals and other periodicals. Inde.xes
and bibliographies make this magazine literature accessible, if one is near a large library;
but even with the best facilities, it means the expenditure of much time to delve into
it. Consequently a book which deals comprehensively with a library theme is a welcome
addition to the comparatively small library of books on the library. This book is
especially welcome, for Dr. Emery has chosen a theme of vital interest to educator and
librarian. He places the child, and views the school and the library from the stand-
point of their interpretation to the child's needs. He discusses the problem also from
the standpoint of the educational administrator, and finds that there is a good deal to
be done by Departments of Education. Dr. Emery's study of the question has pro-
duced an excellent book. He has familiarised himselfwith his subject and both the
historical and the expositional chapters are well worked out. The bibliographies are
helpful, and the section devoted to Normal School library training is very timely and
suggestive. .\ wide reading of the book by the teachers of Canada would be very
profitable. " E. A. H.

[78!)1

Notes and News

Dr. Silcox, Principal of Stratford Normal School, writes: "My
attention has been called to the fact that the school year in Saskatchewan
does not end on June 30th, as stated in my article, page 638, of the
May issue, but on December 31st. Please make this correction."

A. M. Overholt, M.A., who has been Principal of Sarnia Collegiate
Institute for the past five years, has been appointed to the principalship
of Brantford Collegiate Institute; A. W. Burt, M.A., who has been
Principal in Brantford for twenty-five years, takes the headship of the
department of English in the same Collegiate.

Miss Elsie K. Beaman, ormerly of Deseronto, is now Principal of
Harrow Continuation School.

Miss Clara E. Cawsey, B.A., of last year's class in the Toronto
Faculty of Education is on the staff of Tottenham Continuation School ;
Miss Roberta M. Hayes of the same class is at R.R. No. 4, Bowmanville.

The Ontario Department of Education has distributed to the teachers
of the Province a book of 95 pages entitled Canada's Part in the Present
War. This book contains a programme for the celebration of Empire
Day and the material with which to carry out this programme. There
are concise articles on "Why Canada entered the War", "The New
National Consciousness", "Canada's Contribution in Men", "Canada's
Contribution in Money"; vivid descriptions of the battles of St. Julien,
Festubert, Givenchy, Courcelette, Vimy Ridge, Lens, Passchendsele
Ridge; articles on "Trench Life", "The Schools and the War", "Con-
servation and Production", "Education after the War"; a "Diary of
Canadian Activities", photographs and brief biographies of the Canadian
generals, and a number of selections of poetry and prose which have a
direct bearing on the present war. This is a most attractive and valuable
book and will be preserved, no doubt, for general class work long after
Em.pire Day has passed

David Bre-slove, B.A., of Fort William Collegiate Institute is now on
"active service.

John Northgraves, for two years Principal of Neustadt Public School,
enlisted with the 63rd battery and has been overseas for some time.
Miss Ruth Rannie, formerly of S.S. No. 11, Carrick, is teaching at
Pontypool. Miss Cassie Russell of last year's class in Stratford Normal
School is Principal of Neustadt Public School. Miss Charlotte Weinert
is teaching near Neustadt. Miss Esther Boese is on the staff of Victoria
Public School, Kitchener.

17811

782 THE SCHOOL

At the Pittsburgh meeting of the National Education Association
(June 30th to July 6th, 1918) Dr. Joseph Swain will deliver an address on
"Our Profession Shall Not Go Into Bankruptcy". "He will present
eye-opening facts showing how salaries have not kept pace with the
increase in the cost of living. He will also face the problem courageously
and point the way out." His committee have issued the following as a
guide to thought and discussion of the problem: "Present salaries will
not meet the ever-increasing cost of living. Teachers are leaving their
schoolrooms by the thousands. They are taking up war work or entering
industrial occupations. Their places are being filled, if at all, by un-
prepared and inexperienced recruits. Only our best efforts can maintain
present standards. Our children need the best the country can provide.
Democracy must have enlightened civilization through education. The
United States Bureau of Education is supporting this movement".

J. T. M. Anderson, M.A., LL.B., D.Paed., Inspector of Schools,
Yorkton, has published a book entitled "The Education of the New-
Canadian". This is an intensely interesting and inspiring volume,
dealing with one of Canada's most pressing problems. There are sixteen
chapters. Teachers will enjoy especially those chapters dealing with
the work that has been done among the foreign children of the West.
Readers of The School will be familiar with the chapter on "The School
Fair as a Factor in Racial Assimiliation " and will be glad to read more of
the same kind of material. There are o'ther chapters dealing with "The
Teaching of English", "The Type of Teacher Needed", "The 'Foreign'
Teacher", "Parochial Schools," and similar topics. This book may be
purchased from Messrs. J. M. Dent & Sons, 27 Melinda Street,
Toronto.

In every issue of The School the advertisement of the Oxford
University Press appears on the inside of the front cover. It appears
there this month; but so large is the number of books this firm has for
teachers' use that an additional page has been taken this month and a
great deal of valuable information will be found on page X, the page
immediately preceding the editorial notes.

Of the recent class in Calgary Normal School, Miss Henrietta Thorn-
ton is teaching at Stavely; Miss H. Carswell at Crossfield, Miss Alice
Gilmer at Green Glades.

Miss Gladys A. Buchanan, a recent graduate of Camrose Normal
School, is teaching at Maunders.

Miss Mary McAvella of last year's class hi Peterborough Normal
School, is teaching at Spring Creek.

T. E. Bailie, formerly of Calgary, is teaching in Medicine Hat.

Fred E. McCann of Niagara Falls South has enlisted with the 71st
battery. His successor in the school is Miss Louie K. Lamont.

NOTES AND NEWS 783

Miss Eva J. Martin, of a recent class in Yorkton Normal School, is
teaching the Athlone School at Foam Lake; Miss Florence Riddall of the
same class is at Esterhazy.

On May 14th, the organization of the Principals' Assistants' Associa-
tion of Toronto was completed. The officers for the ensuing year are:
President, Miss A. Katharine Kenyon, B.A.; Vice-President, Miss Grace
Mitchell; Secretary-Treasurer, Miss Grace A. Anthes, 92 St. George
Street, Toronto; Executive, Misses C. Malone, E. Legge, M. Skilling,
J. L. Jameson, M.A., and M. R. Walker. This Association is formed for
the purpose of encouraging social and professional union and. efficiency
of work pertaining to the Principals' Assistants' duties of the Toronto
teaching staff.

W. N. Bell, B.A., D. Paed., Principal of Paris High School, is the
author of a new book entitled. The Development of the Ontario High School
which promises to be a standard work on this subject. The historical
development of the secondary schools of Ontario is traced in a most
thorough manner. The book is published by the University of Toronto
Press.

Alberta.

Among the resolutions of general interest passed at the recent Con-
vention of the Alberta Educational Association held in Edmonton were
the following:

Resolved that the Alberta Educational Association, in convention assembled,
hereby expresses its approval of the organization of a Dominion Bureau of Education
whose object shall be to collect such statistics and facts as shall show the condition and
progress of education in the several Provinces and Territories, and to diffuse such
information respecting the organization and management of school systems and methods
of teaching as shall aid the people of Canada in the establishment and maintenance of
efficient school systems, and otherwise promote the cause of education throughout the
country.

Further that this Association would urge upon all in authority in the Dominion
and in the several Provinces the advisability of taking steps to effect an organization for
this purix>se in the near future.

And to this end, that copies of this resolution be forwarded to the various Provin-
cial Educational Associations in Canada, to the Dominion Educational Association, to
the Minister or the Superintendent of Education of each Province, and to the Honourable
the Prime Minister, Sir Robert Borden, also to the Honourable the Minister of Trade
and Commerce, Sir George Foster. (Carried unanimously).

Resolved that in as much as this Association is saved the expense of an outside
speaker for this year, and in as much as this association is in favour of the organization
of a Dominion Bureau of Education this Association authorize the expenditure of a
sum of money not exceeding Two Hundred and Fifty Dollars ($250.00) for the purpose
of providing representation from this Association at the other Provincial Associations
throughout Canada with a view to securing their endorsation of and co-operation in
the plan of seeking to induce the Dominion Government to organize a Dominion Bureau
of h^ducition. (Carried unanimously).

784 THE SCHOOL

Resolved — l. That the Association reaffirm its position taken a year ago with
reference to the Association's relationship to The School magazine.

2. That the general editor for the year be C. Sansom of the Calgary Normal School,
and that the committee be: C. Sansom, Chairman; G. Fred McNally, L. F. Munro,
J. T. Cuyler, W. Everard Edmonds. (Carried unanimously).

Resolved that whereas the Committee on Teachers' pensions has completed its
work and has ceased to exist, and whereas it does not seem advisable that the considera-
tion of the scheme of teachers' pensions should be allowed to remain in abeyance, and
whereas because of the lack of the necessary organization to bring the matter before the
various local bodies of teachers throughout the Province an apathy, which is only
apparent, is alleged, the Alberta Teachers' Alliance be requested to take over the
question of teachers' pensions. (Carried).

Resolved that whereas the membership of the Alberta Educational Association
varies greatly from year to year owing to the difficulty and expense involved in reaching
the place of meeting, and whereas other conventions have largely overcome this draw-
back through a system of pooling railway fares, this Association instruct the executive
to investigate the working of this system and empower it to take any action which its
findings may warrant after getting the opinions of local conventions held during the fall.
The graduating students of the Calgary Normal School for the spring
term, 1918, organized themselves into an Alumni Association. The
following were elected officers of the Association for the forthcoming year.
President, Miss F. Avis; Vice-President, Miss M. McLachlan; Secretary,
Miss E. Lawson; Treasurer, Miss L. Loucks. Councillors: Mr. A. J.
Heywood, Miss S. Kennedy, Miss O. Forbes.

On May 2nd and 3rd, the Ministers of Education and Deputy
Ministers from Manitoba, Saskatchewan, British Columbia, and Alberta,
met in conference at Calgary. Arrangements were made for the adop-
tion of uniform text-books in most of the Public and High School subjects.
It was agreed that, beginning with 1919, the training course for Second
and First Class certificates should be of thirty-three weeks' duration,
and that the necessary qualification for admission to these courses should
be Grade XI and Grade XII standing, respectively, or their recognized
equivalents. The urgent desirability of a national bureau of education
for Canada was discussed.

Saskatchewan.

Under regulations issued on March 22nd, it will be necessary for all
teachers holding a certificate or licence to teach to take the Oath of Allegi-
ance and to file the same with the Deputy Minister of Education not later
than June 30th, 1918. All persons making application for a teacher's certi-
ficate must also take the oath, and no permanent certificate will be issued
to any person who is not a British subject by birth or naturalization.
Persons who are not British subjects may be granted provisional certifi-
cates only, but they also must take the Oath of Allegiance covering the
time they are teaching, and the certificate will not be renewed beyond
the date on which the applicant has completed the period of residence

THE SCHOOL

785

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When writing advertiser*. plea«e m'Dtion THE SCHOOL.

786 THE SCHOOL

in Canada to enable him to become a naturalized British subject. The
regulations must be complied with before June. 30th, 1918. The step
taken in making these regulations has been received with approval on
every hand. — Public Service Monthly.

Manitoba.

The Shaarey Zedek congregation of Winnipeg recently made provision
for the creation of a "University of Jerusalem Scholarship" to enable
some pupil of the Winnipeg Hebrew Free School to take up his or her
studies in the Hebrew University. Winnipeg may be the first city in
North America to' send students to the proposed University of Jerusalem.

The Winnipeg Board of Trustees recently made an increase in
teachers' salaries of from 15 to 25 per cent, the increase dating back to
January 1st 1918. The change affected about 650 teachers. The
schedule for Principals of High Schools is $3,000 to $3,600; for male
assistants, $2,000 to $2,800; for female assistants, $1,200 to $2,000;
for male Principals of Public Schools of 10 to 16 rooms, $2,000 to $2,800
(larger schools to $3,000) ; in all these cases the annual mcrease is to
be $100. For Public School assistants teaching in Grades I to IV the
salary begins at $800 and in eleven years reaches $1,250; for teachers
of Grade V the increase in the same time is from $825 to $1,275; Grade
VI, $850 to $1,300; Grade VII, $900 to $1,350; Grade VIII, $950 to
$1,400. Public School teachers receive no increase in their second year,
but an annual increment of $50 thereafter.

New Brunswick.

The Legislature has passed an Act respecting vocational education.
It is to be administered by a Vocational Education Board consisting of
seven m.embers, the Superintendent of Education, the Principal of the
Normal School, the Secretary of Agriculture, and four others, including
a representative of capital and a representative of labour. The legis-
lation is permissive in its character, the cost of maintaining the vocational
school to be borne by the city, town, or municipality establishing it, as
may be seen from the following section quoted from, the Act.

"In cities and incorporated towns, the board of school trustees may
apply on the recommendation of the common council, city council, or.
town council, as the case may be, and in districts where the school
trustees are elected, the ratepayers may at any annual meeting, by
resolution request the trustees of such school ^districts to apply to the
Vocational Education Board for power to establish, equip, and maintain
a vocational school, and the nature of the instruction desired, setting
forth and including in such application the plans of any proposed building,
and upon such application being approved of by the Vocational Educa-

THE SCHOOL 787

©inibergitp of ^Toronto ^res^s;

has just published a book which should
be in everv library in the Dominion

THE DEVELOPMENT OF THE ONTARIO HIGH SCHOOL

BY

WALTER N. BELL, B.A., D.Paed,, Principal of the Paris High. School

CONTENTS

I. Introduction; U. Laying the Foundations. 1790-1839; III. Early
Schools and Masters ; IV. Ryerson and Grammar Schools. 1840-1S52;
\'. Secondary Education in the United States; \"I. .More Schools — Less
Secondary Education. 185.'i-185.") ; VII. The Faihire of Voluntary
Support. ISSo-lSe.l; VIII. George Paxlon Yountf as Inspector and the
.Act of 186.5; IX. The Admission of Girls. 1865-1868; X. The Teaching
of Natural Science and English ; XI. Act of 1S71 — The High School.
1868-187.3; XII. Introduction of Payment by Results. 1873-1875;
XIII. The Passing of Rverson and the Council of Public Instruction.
187.5-1876; XIV. The Examination Incubus. 1876-1882; XV.
Summary. Bibliography. Index.

Price, $1.60 postpaid.

"THE EDUCATION of the NEW-CANADIAN "

A TKEATISH ON CANADA'S CIKEATEST EDUt'ATIONAL PKOBLEM

HY

J. T. M. ANDERSON, M.A., LL.B., D.Paed.

Insi»ector of Schools, Yorkton, Saskatchewan.

An intensely interesting discussion of the new element that is entering our
national life. Vivid pictures of progress and unclouded disclosure of the
dangers of the situation that confronts us in Canada to-day.

A BOOK FOR TEACHERS AND LAYMEN.

Every Canadian should read it !

An attractively bound volume of 27<l pages with large clear print, upon good
.quality of paper, and containing many pages of excellent photographic
illustrations.

A great national problem fully discussed by a writer who has spent over ten
years among the "foreign" settlers of the Prairie Provinces.

Teachers will be particularly interested in the stories of what has been done
by -lime whole-hearted, enthusiastic teachers to improve conditions in the non-
English schools of Western Canada. In this book the "human interest" is
vi ^y marked.

Pri«o, S2..".(l iii-(.

J. M. DENT & SONS, Ltd., Publishers, LONDON
and 25 and 27 Melinda Street, TORONTO, ONT.

When v.f.vi advertisers, please mention THE SCHOOL.

788

THE SCHOOL

tion Board, the city, town, or school trustees so applying, shall have the
power to assess and collect a sufficient sum for the purpose of establish-
ing and equipping a suitable building or for otherwise carrying on the
work, and for maintaining the same and for the payment of tuition fees
and in all respects carrying out the provisions of this Act and, for the
purposes aforesaid, shall have all the powers of a board of school trustees,
under the Schools Act, Chapter 50 of the Consolidated Statutes or under
any amendment thereof."

The Act authorizes the Vocational Education Board to provide
facility at the Normal School or elsewhere for the training of vocational
teachers.

Among the items of advanced legislation passed at the recent session
of the Legislature is a Public Health Act, one of the provisions of which is
that all the schools of the Province shall be visited by a medical health
officer at least twice each year.

Nova Scotia.

In common with the other Provinces, Nova Scotia finds difficulty in
filling its High School positions adequately. Older men are resigning;
young men are not available; and not many women have equipped them-
selves in advance for principalships of High Schools and Academies.

Lawrencetown is the first town in Nova Scotia to engage a teacher
whose whole time will be devoted to gardening and other home-making
subjects. Miss J. Aileen Henderson is in charge of that department.
Earlier in the year she was employed by the Government to do similar
work in a number of schools in Cumberland County.

The salaries of High School teachers and town teachers generally
have been materially advanced this year. Rural teachers, however, are
still helping support themselves by accepting the nominal salaries in
vogue in pre-war days.

A successful Teachers' Institute for Cumberland County was held at
Parrsboro, March 26th and 27th. Small Rural Science Institutes have
been held in a dozen centres within the last month.

651, SPADINA AVE., TORONTO.

Ke-opens September 12tli.

RESIDENTIAL AND DAY SCHOOL FOR GIRLS.

Principal - Miss J. J. SIl'ART

(successor to miss veals)
classical tripos. cambridge university. tngland.
larce. well-ventilated house. pleasantly situated
ki6hly qualified staff of canadian and europf an teachers
the curriculum shows close touch with modern thought,
and education. preparation for matriculation exam-
inations, special attention given to individual needs,
outdoor games.

PROSPECTUS FROM MISS STUART

20 YEARS LATER

"Would you kindly send me full
information concerning your mail
course in Latin. I took your Geriu<in
course some twenty years agt>.'

M.W.. Colborne, Ont.

LATIN, FRENCH, GERMAN, SPANISH, by Mall

L'ACADEMIE DE BRISAY

Ol lAWA